SATF Communities of Prevention: Collaborative Toolkit - V 1.0

CONTACT US

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Suite 275

Keizer, Oregon 97303

E : taskforce@oregonsatf.org

W : www.oregonsatf.org

P : +503.990.6541

oregonsatf.org

COMMUNITIES OF

PREVENTION

OREGON ATTORNEY GENERAL’S

SEXUAL ASSAULT TASK FORCE

COLLABORATION TOOLKIT

2 Oregon SATF

Communities of Prevention Toolkit

INTRODUCTION

ABOUT OREGON SATF

The Oregon Attorney General’s Sexual Assault Task Force (SATF) is a private, nonprofit,

non-governmental statewide agency operating four unique and overlapping programs. We

bring together people from across the state to collaborate, develop resources to support

prevention and response efforts, and serve as advisors on our Task Force Advisory

Committees: Campus, Criminal Justice, Legislative & Public Policy, Medical-Forensic, Men’s

Engagement, Offender Management, Prevention & Education, and Advocacy Response.

With partners across the state, including the Task Force Advisory Body, the Oregon

Attorney General’s Sexual Assault Task Force seeks to facilitate cross-discipline collaboration

and cultivate victim-centered approaches to sexual assault primary prevention, victim

advocacy, medical forensic care, criminal prosecution and sex offender management and

treatment.

Our mission is to facilitate and support a collaborative, survivor-centered approach to the

prevention of and response to violence and abuse across the life span. We accomplish our

mission by advancing primary prevention and providing multidisciplinary training and

technical assistance to responders in Oregon and nationally.

We invite you to reach out to us for training and any support you may need in developing,

implementing, and navigating your prevention and response work, building partnerships, and

accessing resources. We all play a role in preventing violence and abuse. SATF is a resource in

the state to help every person and organization or institution find their role in this work.

A LITTLE ABOUT THIS TOOLKIT

This publication is part of a broader series of prevention and response toolkits created by

SATF, which began with SATF's original toolkit project, The Campus Climate Survey Toolkit.

The Climate Survey Toolkit was funded by a generous grant from the American Public Health

Association in June 2017, and has allowed us to build on the infrastructure we created in that

first toolkit by expanding the toolkit resources SATF can offer.

Special thanks to SATF's Campus and Prevention Teams for their content, and design contributions,

as well as statewide stakeholders in SATF's Statewide Prevention and Education Committee (PEC)

for their feedback and content contributions.


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4 Oregon SATF


HOW TO USE THIS TOOLKIT

Violence and abuse are preventable and we all play a role and have a responsibility in preventing them.

This toolkit is just one tool in a vast library to support effective prevention programming.

This toolkit has been designed to be both a resource and

a guide for anyone in the state of Oregon who is interested

in building or strengthening a community collaborative

approach to preventing violence and abuse. Informed by

preventionists and other professionals all across the state,

the goal of this toolkit is to support effective and

thoughtful efforts that collaboratively work to prevent

violence and abuse across the life span. In an effort to

address existing silos in prevention work, we will often use

the words violence, abuse, or harm interchangeably as in

this toolkit we are trying to promote collaboration across

broad disciplines. We know that if we are effectively addressing

the root causes of sexual violence, we are also

addressing the root causes of other forms of violence and

abuse as well. While we recommend moving through the

toolkit chronologically, you can also move through each

section independently, gaining insight and inspiration for

current strengths and challenges.

SUPPORT FROM SATF

We recognize that each individual, organization, institution,

and community throughout Oregon has unique needs and

expertise that they bring to their prevention efforts. For this

reason, SATF serves as an ongoing resource to folks

interested in and working to prevent violence and abuse. We

do this through developing resources and tools, answering

technical questions and requests for support, as well as

supporting and facilitating various learning communities.

Some of these include SATF committees like Prevention and

Education, Campus, Men’s Engagement, Offender

Management, Medical Forensic, Legislative and Public Policy,

Criminal Justice, and Advocacy Response. We also

facilitate several statewide working groups like the Campus

Prevention Work Group and the Sexual Health Work Group.

To access all of the resources and participate in any of these

or other SATF learning communities, please contact SATF at

taskforce@oregonsatf.org. Your commitment to ending

violence fuels us and our work.


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INCLUDED IN THIS

TOOLKIT:

EXPLORING A COLLABORATIVE

APPROACH

06

COLLABORATION MODELS 32

FACILITATION STRATEGIES 48

NAVIGATING COLLABORATIVE

CHALLENGES

65

IMPLEMENTATION GUIDE

72

SUSTAINABILITY 108

REFERENCES 118

WANT TO LEARN MORE ABOUT THE RESOURCES

INCLUDED HERE? CHECK OUT OUR WEBSITE:

WWW.OREGONSATF.ORG

6 Oregon SATF


A COLLABORATIVE APPROACH TO HEALTHIER

AND SAFER COMMUNITIES FOR ALL


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WHAT IS A COMMUNITY OF PREVENTION?

A community of prevention is a community that actively and collectively works together to address the overall

health and safety for all people in the community. A community of prevention calls for individuals,

organizations, institutions, and local leaders to view the community as a whole (as opposed to a series of

disconnected silos). Operating as a Community of Prevention allows us to more impactfully utilize existing

resources and meaningfully prevent multiple forms of violence, abuse, and health crises.

In our work at SATF, we collaborate with partners from a

vast array of disciplines in diverse communities

throughout Oregon. We have learned from all of these

partners, whether they are violence or abuse

preventionists, substance abuse preventionists, suicide

preventionists, health care providers, educators, law

enforcement, businesses, nonprofits, government

agencies, etc. that we all have a stake in promoting

healthy and safe communities for all people. This

helps us understand at least one goal we share as

community members and organizations.

Often, communities create numerous collaboratives (a child abuse prevention collaborative, a local drug and

alcohol collaborative, etc.). Stakeholders across Oregon have voiced concerns around this model of multiple

disconnected community prevention collaboratives. Concerns have included: there are likely key partners

contributing to the health and safety of the communities you serve that are not present at each table and are

impacting your work; asking partners to be at many different tables creates critical capacity issues; multiple

different but overlapping collaboratives, reinforces the idea that these issues are separate, when they are

intrinsically linked and overlapping; and silo-ing these efforts can often lead to contradiction, harm, and

exhaustion.

WHY A COLLABORATIVE?

WHY MULTIDISCIPLINARY?

When we are working together effectively, we lessen the

load of preventing violence and abuse in all forms. A

collaborative model allows us to share creativity, ideas,

problem solving, and precious resources to meet our

shared goals and move our efforts forward more effectively.

We are stronger together. A collaborative approach is an

opportunity to engage in thoughtful analysis of what work is

happening in our communities and how we can streamline

efforts, combine to increase capacity, and strengthen our

connections to each other and the work.

A multidisciplinary approach is vital to the success of a

collaborative as we know that our work does not exist in

isolation. Social issues and needs are complex and have

roots in many different layers of the human experience. If

we can create a space where we are bringing together

myriad perspectives, we can start to build more

comprehensive pictures of the different layers that impact

the experience of violence and abuse. Each of our

organizations is a piece of the puzzle, with a more complete

picture being possible when we are in community together.

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WHAT ARE COMMUNITY PREVENTION COLLABORATIVES?

A community prevention collaborative is a meaningful and impactful prevention strategy where partners from

many different organizations and specialties, work together toward a healthier and safer community for all

people. This is accomplished by learning from one another, collaborating on strategies to build

comprehensive approaches that affect change across the lifespan, and creating networks of connected service

providers, thus fostering communities that more effectively impact health and safety of the whole community.

WHY DOES IT MATTER THAT WE COLLABORATE?

The amount of work done every day in our communities to try and create healthier and safer communities for

all people is staggering. Often, our work may feel like it exists in isolation - that we are the only ones ‘doing

the work’. The reality is that the work we do every day directly impacts other efforts in our communities. If we

are not partnering on our efforts, we are missing the opportunity to learn from and with valuable partners.

Additionally, we waste precious resources, time and energy if we are repeating or duplicating work because

we are not talking to each other and are not aware of other efforts that are happening.

When we collaborate, we can more effectively impact the overall health and safety

of our communities by creating spaces where we can put our combined wisdom and

enthusiasm toward reaching shared goals in ways that are inclusive of many voices,

informed by numerous experiences, and tailored more specifically to the folks in the

communities that we are trying to serve. In this toolkit we attempt to provide some

ideas and strategies for building these community prevention collaborative spaces.

When you are looking to create a community prevention collaborative, consider the factors that often

precede violence or abuse. Maybe this includes familial isolation, household financial insecurity,

homelessness or houselessness, parent or caregiver substance misuse, incomplete or inaccurate health

education, lack of access to healthcare for teens with mental health needs, or institutionalized racism,

cis-sexism and transphobia, or educational gaps in early childhood education.

We know that the circumstances around violence and abuse are complicated and multi-faceted. It makes

sense then that our collaborative prevention efforts should be broad and inclusive of partners that may not

traditionally be in prevention spaces. If we are going to prevent violence and abuse, we must address the

underlying causes. Consider the folks in your community who are working to address the factors identified as

barriers above and any others that you may think of as you work through this toolkit. These are partners to

consider as you are building a collaborative because they have tools, skills, and perspectives that can help us

approach our prevention efforts more holistically. All of the work has an impact on the health and safety of

our communities.


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PROGRESS CHECKPOINT: EXPLORING COMMUNITY STAKEHOLDERS

Throughout the toolkit, you will find what we call “Progress

Checkpoints”: pages that you, your team, and/or the

collaborative can use to capture what steps you have taken

and identify next steps. When appropriate, we have filled

out example text for you. You can scan or copy these pages

and use them in collaborative meetings, or fill them out

here as a central toolkit copy. In this checkpoint, you will

find space to document key community stakeholders

working to build safer and healthier communities for all.

Remember to think outside of your traditional partners.

NAME POSITION ORG. NOTES

TWILA TOOLKIT Volunteer Toolkit, inc. Research Intern

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

10 Oregon SATF


CONNECTING OUR ISSUES

A critical part of building a Community of Prevention is undoing existing norms around silos. A silo serves to separate or isolate

a person, a program, an organization, or a sector. Silos are built off of fears around resource scarcity, historical relationships,

assumptions about approaches to work, disagreements about strategies, and fatigue around feelings of 'needing to do it all.'

These are very real experiences in the work, and unfortunately also make it harder for us to affect the changes we are working

towards. In order to meaningfully collaborate we will also have to do some work to break down the silos that exist. One critical

tool that can help us move towards de-siloing is to understand how all the work is connected. A good place to start is

understanding shared risk and protective factors.

PROTECTIVE FACTORS

Factors that can protect against harm, violence,

abuse, health concerns, and other issues. When we

work to enhance protective factors, we are centering

community strengths in our work.

RISK FACTORS

Factors that can increase the risk of someone causing

or experiencing harm, violence, abuse, health

concerns, and other issues. Prevention includes

working to reduce and mitigate risk factors.

People do not exist in isolation. We must focus on more than one context (like abuse prevention AND substance

abuse prevention) when addressing protective and risk factors. Fortunately there has been a lot of research to

understand the overlapping protective and risk factors that impact multiple issues. Below are just some examples.

Substance

Child Abuse

Sexual

Teen

Youth

Intimate

Gang

Elder

Abuse

and Neglect

Violence

Suicide

Pregnancy

Violence

Partner

Involvement

Abuse

Violence

History of Child

Maltreatment * * * * * *

Negative

Parent/Child * * * * *

Interactions

Experience with low

income or poverty * * * * * *

Community

Support and * * * * * *

Connectedness

Coordination of

resources/services

among community

agencies

* * * *

Family Support/

Connectedness * * * * *

RESOURCE SPOTLIGHT: PREVENTION TOYBOX FROM THE

INDIANA COALITION AGAINST DOMESTIC VIOLENCE

ICADV created a series of interactive activities in their prevention toybox to explore prevention together. One

impactful activity called 'Netty Spaghetti' helps people explore the linkages between risk and protective factors.


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Risk and Protective Factors help us explore where we can have the largest impacts on multiple issues. For example,

if a collaborative were to coordinate strategies that build community support and connectedness, they would be

able to impact occurrences of child abuse and neglect, sexual violence, suicide, youth violence, intimate partner

violence, and elder abuse (among other issues as well). If the collaborative's strategies can also bolster efforts to

support parents and parent/child relationships, they would be able to more cohesively address future substance

abuse, gang involvement, and the perpetration of child abuse and neglect, sexual violence, and youth violence.

Similarly, shared risk and protective factors help us understand how strategies to address poverty (like economic

empowerment, microloans, paid parental leave, universal childcare, access to affordable housing, food stamps,

etc.) can impact rates of child abuse and neglect, sexual violence, teen pregnancy, youth violence, intimate partner

violence, and gang involvement, among others. When we work together - and understand how our work relates to

other work in our communities, we can more effectively promote healthier and safer communities for all people.

Another helpful way of thinking about the interconnectedness of varying social issues is the work that the

Oregon Women's Foundation did in 2016 to learn about the state of women in Oregon's communities. Their data

highlighted eight interconnected issues where Oregon is doing well, and eight that need immediate attention.

EIGHT TO CELEBRATE

EIGHT THAT CAN'T WAIT

CIVIC ENGAGEMENT

CAREGIVING

MINIMAL VIOLENT CRIME

PHYSICAL ACTIVITY

EDUCATION AND HEALTH CARE

GENEROSITY WITH MONEY AND TIME

PUBLIC SERVICE

EDUCATIONAL ATTAINMENT

OVERLAPPING ROOT CAUSES

Forms of oppression such as sexism, racism, classism, heterosexism, ableism, ageism and more have significant

impacts on the perpetuation of violence, abuse, and neglect. When a community accepts harmful norms about

race, class, gender, etc., people who experience marginalization because of these norms have less power; thus

violence toward them is normalized, and is not only excused but socially accepted. Effective prevention envisions

and works toward a world where individuals and communities thrive in equitable, empowered, and safe interaction

with each other and with society. Oppression is a root cause of many of the issues described on the previous page.

We must work from an anti-oppression and social justice framework if we are ever going to achieve healthier and

safer communities for all people.

12 Oregon SATF


CONNECTING OUR EFFORTS

As with understanding the ways our work intersects - it is also helpful to consider how all of our varying work fits together in our

communities. There are several public health models that can help us understand how each component of our different work

fits within our communities, and how we might work together to build on each other's efforts, learn from one another, and build

comprehensive strategies that promote health and safety for all people across the lifespan.

Public health asks us to address prevention across three levels: Primary (upstream), Secondary (midstream), and Tertiary

(downstream). The SocioEcological Model (SEM) recognizes that no person exists in isolation - rather we exist within multiple

overlapping spheres, which all impact us. This means we can implement dynamic prevention strategies at the individual,

relational, community, institutional, and societal levels. Finally, the Spectrum of Prevention offers us six different approaches to

make lasting and impactful change: Strengthen Individual Knowledge and Skills, Promote Community Education, Educate

Providers, Foster Coalitions and Networks, Change Organizational Practices, and Influence Policy and Legislation. When we put

all of these models together, we can begin to see how we can better partner with organizations doing different work in order to

more comprehensively address all parts of our communities.

Where does your current prevention work fall within these models?

How is your prevention work benefitting from the work other organizations and groups are doing in your communities?


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CONNECTING PREVENTION STRATEGIES ACROSS VIOLENCE AND ABUSE

In 2016/2017, the Centers for Disease Control and Prevention violence. All five technical packages share examples of

(CDC) released a series of technical packages focused on

prevention work that fit into five overlapping strategies.

Connecting Prevention Strategies Across Violence and Abuse

preventing different forms of violence. These technical

Regardless of which strategies we implement, the work

In 2016/2017, the Centers for Disease Control and Prevention (CDC) released a series of technical packages focused on

packages focus on preventing: different Intimate forms Partner of violence. Violence, These technical packages overlaps focus and on impacts preventing: the Intimate prevention Partner of Violence, all five forms Suicide, of Youth

Violence, Sexual Violence, and Child Abuse and Neglect. The technical packages recommend research-based strategies to

Suicide, Youth Violence, Sexual Violence, and Child Abuse violence. This handout looks at just some of those overlapping

strategies the work overlaps to help and us impacts better the identify prevention how of we all five can forms all work of

prevent the different forms of violence. All five technical packages share examples of prevention work that fit into five overlapping

strategies. packages Regardless recommend of which strategies we implement, and Neglect. The technical

violence. This handout looks at just some of those overlapping strategies to help us better identify how we can all work together.

research-based strategies to prevent the different forms of together.

Shared Strategies

Examples from the 5 CDC Technical Packages

6

1. Promote

Social

Norms that

Protect

Against

Violence

Bystander

intervention

approaches

Change

social norms

to support

parents and

positive

parenting

Mobilize

men and

boys as

allies

Connect

youth to

caring

adults and

activities

Peer norm

programs

2. Teach

Skills to

Prevent

Violence

and Abuse

Teach

healthy, safe

dating and

intimate

relationship

skills to

adolescents

and/or

couples

Enhance

parenting

skills to

promote

healthy child

development

Socialemotional

learning

programs

Universal

schoolbased

programs

Parenting

skill and

family

relationship

approaches

3. Provide

Opportunities

to Empower

and Support

Strengthening

leadership and

opportunities

for girls

Strengthen

work-family

supports:

Familyfriendly

work policies

Strengthening

economic

supports for

women and

families

Strengthening

household

financial

security

4. Create

Protective

Environments

Modify the

physical and

social

environments of

neighborhoods

Establishing

and

consistently

applying

workplace

policies

Improve

school

climate,

safety, and

monitoring

Reduce

exposure to

communitylevel

risks

Street

outreach

and

community

norm

change

5. Support

Victims/

Survivors to

Increase

Safety and

Lessen

Harms

Victim-centered

services to lessen

harms and prevent

future risk:

patient-centered

approaches,

housing programs,

first responder/

civil legal

protections, etc.)

Treatment for

at-risk children,

youth, & families

to prevent

problem

behavior and

later

involvement

in violence

Strengthen

access and

delivery of

care

Provide

quality care

and

education

early in life

Safe

reporting

options and

messaging

1. Basile, K.C., DeGue, S., Jones, K., Freire, K., Dills, J., Smith, S.G., Raiford, J.L. (2016). STOPSV: A Technical Package to Prevent Sexual Violence. Atlanta, GA: National Center for Injury Prevention and Control, Centers for Disease Control and

Prevention. 2. David-Ferdon, C., Vivolo-Kantor, A. M., Dahlberg, L. L., Marshall, K. J., Rainford, N. & Hall, J. E. (2016). A Comprehensive Technical Package for the Prevention of Youth Violence and Associated Risk Behaviors. Atlanta, GA: National

Center for Injury Prevention and Control, Centers for Disease Control and Prevention. 3. Fortson, B. L., Klevens, J., Merrick, M. T., Gilbert, L. K., & Alexander, S. P. (2016). Preventing child abuse and neglect: A technical package for policy, norm,

and programmatic activities. Atlanta, GA: National Center for Injury Prevention and Control, Centers for Disease Control and Prevention. 4. Niolon, P. H., Kearns, M., Dills, J., Rambo, K., Irving, S., Armstead, T., & Gilbert, L. (2017). Preventing

14 Oregon SATF


CONNECTING OUR STRATEGIES

Along with shared risk and protective factors, it is also important to note that our strategies and our goals often

overlap, which makes it all the more important that we are working together, learning from each other, and

implementing collaborative strategies to more comprehensively create healthier and safer communities for all

people across the lifespan. Below is a venn diagram showing shared strategies between several different efforts.

Although the current overlap of the circles may not represent every community, if we approach our work with a

better understanding of how all our work ties together, we become much more effective and all of these circles

become one.

If we think about how these varying efforts may be addressed in our communities, and the models that guide our

work, we can start to see who all the players may be when it comes to creating healthier and safer communities

for all people. The graphic on the right is just one example of who all the players may be across child abuse and

neglect prevention, sexual violence prevention, sexual health promotion, and suicide prevention. This graphic also

helps us consider whether people are engaged in approaches that are primary (upstream), secondary (midstream),

or tertiary (downstream) prevention. Please note that the shaded sections help highlight work that may be

happening across more than one level.


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16 Oregon SATF


PROGRESS CHECKPOINT: EXAMINING YOUR PARTNERSHIPS


Checkpoints”: pages that you, your team, and/or the

collaborative can use to capture what steps you have taken,

and identify next steps. You can scan or copy these pages

and use them in meetings, or fill them out here as a central

toolkit copy. In this checkpoint, you will find space to

explore how your work may benefit a collaborative and

benefit from collaboration.

Q

What are my goals around partnering with other

folks in my community?

A

Your answer:

Q&A

Q

A

Q

A

What are common barriers faced by the people I

serve? Who is doing work to address those barriers?

Your answer:

What does a successful relationship with a

community partner look like to me?

Your answer:

Q

A

How do people benefit from my successful

collaboration with other community partners?

Your answer:


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PROGRESS CHECKPOINT: NOTES & IMPORTANT ITEMS

18 Oregon SATF


WE ALL PLAY A

ROLE: 5 STRATEGIC

PRIORITIES FOR

PREVENTION

In 2018, diverse stakeholders in

Oregon identified 5 Strategic Priorities

for people, communities, and

institutions throughout Oregon, as well

as the state and its leaders, to focus on

in order to promote health and safety for

all people through violence and abuse

prevention efforts.

Together, these 5 Strategic Priorities are necessary to promoting

skills, policies, environments, and norms to prevent

violence and abuse throughout Oregon. These 5 priorities

can help inform the work collaboratives can do together to

more effectively work towards healthier and safer

communities for all people.

IN THIS SECTION, WE WILL LOOK AT WHAT THE

PRIORITIES ARE, WHY THEY WERE CHOSEN, SOME

IDEAS FOR IMPLEMENTATION, AND WHAT

SUCCESS MAY LOOK LIKE.

5 STRATEGIC PRIORITIES FOR PREVENTION

1. Center Communities

2. Address Root Causes

3. Promote Positive Social Norms

4. Strengthen Resources and Funding

5. Measure and Evaluate


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CENTER COMMUNITIES:

Support specific prevention efforts that recognize, respect, and center all aspects of

multicultural communities in the creation, leadership, implementation, development, and

evaluation of prevention efforts.

Community members are most knowledgeable about the unique needs, values, traditions, and practices in their communities that

promote health and safety, and those that support and reinforce violence. These can best be addressed by working with and within

communities in efforts that reflect those needs, values, traditions, and practices.

THE GOALS

SOME WAYS TO DO IT

To support and learn from efforts of local communities,

Tribal Nations, and cultural groups developing and

implementing their own prevention efforts.

To broaden prevention work by supporting collaborative

relationships with individuals, organizations, agencies, and

Tribal Nations who represent both traditional and

non-traditional prevention partners. These may include,

but are not limited to, working with providers of mental

health, sexual and reproductive health, and restorative

justice services.

Learn about diverse prevention strategies from both

formal and informal leaders and organizers who are

connected to and a part of various communities.

Foster relationships with organizations that serve specific

communities, (ex. survivors, Tribal Nations, LQBQ+ and

Trans* People, etc.). Work with these groups in meaningful

ways (ex. grant submissions, staff trainings, etc.).

Learn from and participate in traditional and non-traditional

collaborations that may be effective in promoting healthier

and safer communities for all.

ADDRESS ROOT CAUSES:

Address root causes of violence and abuse, including historical oppression, inequity, and

power/privilege in communities, institutions, and policies. Promote community accountability.

When people are taught to value some people less than other people, they are learning the foundations of violence. Changing norms and

behaviors means changing the environment and systems that support and encourage violence and disrespect.

THE GOALS

SOME WAYS TO DO IT

To address the systems and problems in Oregon that

support devaluing populations.

To elevate, value, and believe the voices and experiences

of historically oppressed populations, groups, and people

in Oregon.

To promote respect for all people in Oregon, especially

those our history and our present has neglected and

intentionally harmed.

Incorporate anti-oppression into prevention efforts

including promoting racial justice, gender justice, and all

other forms of social justice.

Honor and work with community groups, underserved

populations, and Tribal Nations, to include multiple voices

and experiences in stories told about history, narratives

about your communities, and definitions of the work.

Develop community reflective social marketing and social

norms campaigns that counter oppressive views.

20 Oregon SATF


PROMOTE POSITIVE NORMS:

Establish and promote community informed positive social norms that encourage healthy

interactions, development, relationships, and sexuality at all ages.

Everyone has a role in promoting healthy sexuality, interactions, and relationships. Knowledge regarding healthy sexuality and

relationships offers individuals the ability to not only make informed consensual decisions, but to build a culture of consent that values

respect, empathy, pleasure, health, and safety. Health promotion is a critical part of violence and abuse prevention.

THE GOALS

SOME WAYS TO DO IT

To recognize and work to dismantle the barriers to

health and safety, including bodily autonomy and

agency, for many people because of oppression

and inequity.

To increase knowledge and respect for healthy,

inclusive, sex-positive, non-violent interactions and

relationships.

To address the laws, institutions, policies, practices

and belief systems based on attitudes, behaviors

and actions that may lead to violence/abuse.

Partner with health promotion efforts, like public health, sexual

health educators, Tribal Nations, and culturally specific programs.

Teach and talk about consent. Implement activities that

encourage communication about what people want, like, need, and

what gives them pleasure. Include age-appropriate conversations

about consent, boundaries, and bullying.

Promote critical analysis of norms that support violence.

Support and strengthen programs that teach families non-violent

problem-solving skills and alternative discipline methods.

STRENGTHEN RESOURCES AND FUNDING:

Strengthen, increase, and prioritize prevention-specific funding and resources at local, tribal,

and state levels.

Individuals, organizations, and communities often recognize the seriousness of violence and abuse and want to play a role in preventing

it. When we expand our understanding of how violence is prevented in unique communities, we can better dedicate and refocus existing

resources into effective prevention efforts.

THE GOAL

SOME WAYS TO DO IT

To develop resources, provide

technical assistance, and invest in

prevention, for individuals, Tribal

Nations, organizations, policy

makers, and communities who

are motivated to end violence and

abuse.

Develop and promote funding collaborations and activities that support increased

prevention efforts in/with communities and Tribal Nations in Oregon.

Use a “Train the Trainers” model to expand the number of qualified trainers in

communities and institutions.

Advocate for legislation to allocate funds for sexual violence prevention and sexual

health promotion available to community based programs, Tribal Nations,

culturally and population specific organizations, and other groups across the state.


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MEASURE AND EVALUATE:

Improve the effectiveness of prevention work by measuring program effectiveness through

ongoing evaluation and research, and incorporating that knowledge into implementation.

Evaluation allows programs to tailor prevention efforts and track progress for specific community groups and types of violence, and

supports statewide investment in prevention. Research is necessary to define and promote strategies that reflect communities.

THE GOALS

SOME WAYS TO DO IT

To incorporate ongoing program evaluation into all

violence/abuse prevention and health promotion

programs in order to understand program impacts

and changes in health and safety in communities.

To utilize evaluation feedback in updating, tailoring,

and improving prevention strategies.

To engage more people in prevention efforts.

Share evaluation findings with community members, including

data that offers directions for improving prevention programs.

Involve community members in evaluation design and

implementation, including conducting surveys, listening sessions,

and/or focus groups to learn about unique approaches and

understandings around violence and how it can be prevented.

Advocate for evaluation to be part of all prevention efforts.

WHAT SUCCESS COULD LOOK LIKE

Increase in culturally

specific and community

reflective projects that

address (directly or

indirectly) violence and

abuse statewide.

Increase in partnerships

to implement

comprehensive prevention.

Changes in media

protocols to limit violent

and oppressive

messages.

Increase in the number of

organizations investing in (financially,

etc.) and working to prevent violence/

abuse in Oregon.

Increase in the number of community

groups, institutions, and organizations

invested in and participating in

anti-oppression trainings, policy change,

and prevention programming.

Increase in prevention-specific funding for

community reflective, and culturally

specific prevention efforts, as well as

capacity building projects.

Increase in the number of people, communities,

institutions, collaborations, and state agencies

participating in violence/abuse prevention

planning and implementation activities.

Increase in Increase in the number

legislation, policies, of education programs

and protocols that that discuss the violent

promote equity and and racist history of

do not support or Oregon and the ways

reinforce

this is still impacting

oppression.

communities today.

Increase in statewide data about

violence, oppression, and inequity.

RESOURCE SPOTLIGHT: WESTERN STATES CENTER

Western States’ Center offers several useful resources to support meaningful collaboration and

change efforts like their Tribal Equity Toolkit, Dismantling Racism: A Resource Book for Social

Change Groups, and their Confronting White Nationalism resources.

22 Oregon SATF


COMMUNITY ENGAGEMENT

Best practice for creating social change indicates that we must engage our affected

communities in the process. Below are key elements to examine before building a collaborative.

This section includes material that has been adapted from Rutger’s School of Social Work document “Translating the Findings of

Campus Climate Sexual Violence Assessments into Action”, and Kansas University’s Community Toolbox evaluation website. These

documents, (and other technical assistance guides) can be found in our online resource library: www.oregonsatf.org/cctoolkit.

AGENCY-LEVEL SUPPORT

Folks coordinating the action planning and

prevention program process must have the ability to:

* Obtain commitment from agency leadership to

translate assessment findings into an action plan,

ensuring that the necessary time and resources

will be dedicated to improving the current agency

infrastructure.

* Enact change (as someone who has access to

resources).

* Assist in the development and implementation of an

action plan based on the results of the data

collected by your team.

BUILD THE BEST TEAM

INVOLVE THOSE AFFECTED

Reaching out and meaningfully involving members of your

surrounding community is key to establishing a

successful evaluation and programming plan for your

prevention efforts. When teams include the right mix of

expertise and unique world view, the end product is better.

In regards to your prevention team, best practice is to

combine the following:

* People who are directly affected by the issue

(those affected by violence/abuse in your community)

* People who bring specific expertise related to

prevention, evaluation, and implementation

* Stakeholders from your community who will help

communicate about, advise, or implement the project.

Imagine you have a rock in your shoe. No one other than

you can know exactly how that rock feels. Others may

have read about rocks, seen rocks, or even had a similar

experience with a pebble caught in a sandal. However, you

are the expert on this particular situation because you are

experiencing it.

The same concept applies to social and community

problems. People in our communities who directly

experience violence or abuse may have a much

different outlook on their needs than a program

administrator or staff member tasked with addressing

these issues. Takeaway: build involvement of those

affected into every step of your process, starting with

your team.


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23

EARNING INVOLVEMENT

>> 01

WHO IS IMPACTED?

Statistically, community members

from historically underrepresented

groups are most likely to

experience violence or abuse in some

form. How will you include the voices

of these groups in your prevention

program planning?

>> 02

WHO GETS IT?

Does your org. have staff who work

with survivors, or work to raise

awareness about violence/abuse?

Advocates, youth, identity-based

groups & health educators can be

great additions to your team.

>> 03

WHO HAS GREAT SKILLS?

Sometimes we need to look beyond

our personal professional disciplines

to really make stellar initiatives. What

other professions intersect with your

field? We love looking to marketing,

mental health & other fields for ideas.

24 Oregon SATF


TIME TO CREATE A DREAM TEAM

Having a team approach to both the design and assessment of your collaboration ensures

that everyone in your community has a voice and role in preventing violence and abuse.

PREVENTIONISTS

& HEALTH EDUCATORS

STUDENTS &

STUDENT ORGS.

AGENCY

STAFF

Wellness & Health Educators,

Violence Prevention or IPV

specialists and similar staff have a

valuable voice in interpreting best

practices and next steps for

collaboration and assessment.

Students can assist in outreach

design, creating publicity and

methods for data collection,

designing prevention strategies

that are attractive to their peers,

and data review.

Your agency, including existing

staff dedicated to addressing

violence/abuse. Whether you

utilize a team or one coordinator,

include them in both your

assessment and initiatives.

RESEARCH

SPECIALISTS

COMMUNITY

STAKEHOLDERS

COMMUNITY PARTNERS

& ADVOCATES

Research staff, faculty at your

local universities and colleges,

board members with research

specialities and others with skills

in survey design, data collection

strategies and analysis are key to

getting the best data possible.

Who has access to the

communities that you want

feedback from? Who will be able to

help create solutions and outreach

to the populations that you want

to reach? Think broadly!

Advocates, statewide

organizations, local nonprofits,

DVSA Programs, CACs and CASAs,

or SARTs/BITs/MDTs provide

invaluable perspective about how

to best serve survivors.


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PROGRESS CHECKPOINT: TEAM AND COALITION BUILDING


Checkpoints”: pages that you and/or your collaborative can

use to capture what steps you have taken, and identify next

steps. When appropriate, we have filled out example text

for you, and included “Next Steps” in the bottom footer. You

can scan or copy these pages and use them in meetings, or

fill them out here as a central toolkit copy. Below, you will

find space to include those involved in your project.

NAME POSITION ROLE NOTES

TWILA TOOLKIT Volunteer Collect Data Research Intern

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

NEXT STEP: EXPLORING PREVENTION IN YOUR COMMUNITIES

26 Oregon SATF


PROGRESS CHECKPOINT: CREATING A COMMUNITY PREVENTION MAP

Every community is made up of many diverse stakeholders doing dynamic and overlapping work to improve the health

and safety of the community. Each community is also in varying places when it comes to addressing systemic violence and

abuse. The below map was created by a partnership between SATF's Prevention and Education, Offender Management, and

Victim Response Committees, as a way to conceptualize the journey of prevention, and our collective work in communities.

It also gives us a tool to begin thinking about our own communities and how we can work together to prevent all forms of

violence and abuse.

Creating a prevention map that reflects the communities you work with and within is a helpful tool to start addressing the

5 Strategic Priorities. These questions help to think about ways to begin, improve, and enhance your prevention efforts and

your community prevention collaboration efforts. Additionally, the graphic on page 13 may help us think about who all the

prevention stakeholders in our communities may be.

REFLECTION QUESTIONS

Q

Center Communities: What communities, Tribal

Nations, groups, and populations make up the

geographic areas you work in/serve? What are they

doing to promote health and safety? How can you

thoughtfully learn from and support their work?

Q

Address Root Causes: What is the history of the

geographic areas you are working in that supports

violence? What are the norms, ideas, and stereotypes

that exist that support violence? What do you need to

do to address implicit biases you, your organization,

and your community has?

Q

Promote Positive Social Norms: What is being done to

promote health and safety for ALL people? What do the

communities listed above identify as health and safety

concerns? Whose voices are missing? What can you do

to incorporate health promotion into your prevention

efforts?

Q

Strengthen Resources and Funding: How much of the funding you provide or receive is specifically dedicated

to violence prevention or health promotion? How much of this funding goes to culturally specific and community

reflective programs or efforts? What are the ways you could thoughtfully partner with other community groups,

Tribal Nations, and state agencies to open-up/broaden avenues of funding?

Q

Measure and Evaluate: What are you currently doing to measure the effectiveness of your efforts? Who does your

data exclude? How are you sharing the results? Who are you partnering with to develop and refine your evaluation

efforts to be more community reflective? What data collection efforts are currently happening in your local area

that you can support? How can you partner with these data collection efforts so as not to duplicate efforts?


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PROGRESS CHECKPOINT: CREATING A COMMUNITY PREVENTION MAP


Checkpoints”: pages that you and/or your collaborative can

use to explore prevention and your efforts, and identify

next steps. When appropriate, we have filled out

example text for you, and included “Next Steps” in the

bottom footer. As we think about the questions listed on

page 26, take a moment to jot down some answers here.

NEXT: INDIVIDUAL READINESS ASSESSMENT

28 Oregon SATF


PERSONAL ASSESSMENT

CONDUCT A PERSONAL “COWS” ANALYSIS

A COWS analysis is a process and a tool for figuring out what your strengths and challenges

are related to the project at hand, and how you can best leverage those strengths and

minimize the risks posed by the challenges. Later in this toolkit, there is opportunity to

conduct a COWS analysis of the collaborative, but it is valuable to also conduct a

self-assessment to more meaningfully engage in collaborative work.

Challenges

* What obstacles are you facing in regards to doing prevention work?

* What obstacles do you see to success? In your agency? Funding?

Think broadly.

* What obstacles do you face regarding information or training you

might need?

Opportunities * Are there useful opportunities from changes in law, funding, policy,

new team members, new or existing partnerships?

* Do your strengths suggest opportunities?

Weaknesses

Strengths

* What sort of things do you wish you could do better?

* What are areas where you feel you need to build more skills?

* Where do you struggle in regards to prevention?

* What advantages do you bring to your team?

* What do you do better than anyone else?

* What unique skills or low-cost resource(s) can you draw upon?

A NOTE ON ORGANIZATION OF THE COWS ANALYSIS:

Some teams have utilized a “SWOT” (Strengths, Weaknesses, Opportunities, Threats)

analysis in order to assess readiness for their prevention program. We utilize the COWS

(Challenges, Opportunities, Weaknesses, Strengths) as a way to reframe our analysis in a

more strengths-based manner.


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PROGRESS CHECKPOINT: CONDUCT A PERSONAL COWS ANALYSIS

As you fill out this checkpoint, consider each of these five

arenas: 1) Training & Knowledge, 2) Evaluation or Data,

3) Ability to Implement Comprehensive Prevention Efforts,

4) Partnerships & Sustainability, and 5) Infrastructure

NOTES: Be expansive; don’t limit yourself right now.

Think of yourself as an individual, and as a member of your

greater prevention team. You may want to put an asterisk

next to items that feel the most important to you.

CHALLENGES

OPPORTUNITIES

WEAKNESSES

STRENGTHS

30 Oregon SATF


PROGRESS CHECKPOINT: PROMOTE POSITIVE SOCIAL NORMS

Everyone has a role in promoting healthy sexuality,

interactions, and relationships. Knowledge regarding

healhth, autonomy, agency, healthy sexuality and

relationships offers individuals the ability to not only make

informed consensual decisions, but to build a culture of

non-violence and consent in Oregon that values respect,

empathy, pleasure, health, and safety. Health promotion

is a necessary part of violence and abuse prevention. It is

not enough for our collaborative to work towards what not

to do, we also have to work towards alternatives that are

healthier and safer for all people in our communities. These

questions can help explore these concepts.

EXAMPLE QUESTION / STATEMENT:

What are some healthy or positive norms/behaviors/attitudes that could be promoted with people in your

communities? With youth? Families? Parents? Educators? Community partners? Businesses? Others?

Are you using inclusive-language and adapting your language when mistakes are made?

Have you already begun to promote positive norms in your communities, are you currently working on

removing harmful norms, are collaborative and broader community members on the same page for which

norms to promote?


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32 Oregon SATF


COLLABORATION MODELS

In this section we look at several different models for collaboration that may inform how best to build a

community prevention collaborative.


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WHAT IS MEANINGFUL COLLABORATION?

Sometimes meaningful partnership and collaboration with community partners can feel challenging because we have different

understandings of what it means to be in partnership. With this in mind, we connected to stakeholders across Oregon to hear

what meaningful partnership and meaningful collaboration looks like. See their input below. If we are able to understand

meaningful partnership and collaboration, we can set our collaboratives up to be successful from the very start.

Meaningful partnership is an invitation to really get to know the work that is happening in your community

and the folks who are doing this work. The idea is that by getting to know the work that is going on around

us, we can more easily see the connections that exist between our different program areas and the

different services we provide. When we are aware of the connections, such as common clients served or

common program goals, we can more effectively utilize the limited resources that we have by working

together when possible. Resources are often limited within our communities and it can feel like service

providers are competing for things such as funding and program visibility. When we know our partners,

their programs, their goals and missions, we are more likely to see the ways that our work aligns and as

such view each other as parts of a community puzzle, rather than in competition for limited resources.

- Oregon Stakeholders

WHAT DOES MEANINGFUL COLLABORATION LOOK LIKE?

Share in each other’s events/programming and really capitalize on the

interconnectedness that exists within our communities.

Investing in authentic partnerships and engaging culturally diverse individuals, groups, and communities is essential in

planning effective and equitable violence prevention programs. This requires consistent outreach, including being a resource,

initiating meetings (town hall, etc.), and making space for people when issues arise. This also includes attending meetings,

showing up in and for communities (including communities on college and university campuses), being where people are when

they are talking about issues, being mindful of core values and positions held by those in varying communities, and working to

support connecting the dots between all of the work being done. Success involves sustaining meaningful relationships.

Amplify our voices and collective power when we are partnering.

We often have a specific scope and audience at any given time that we are typically able to access. When we are connected to

other service providers we create a living, breathing network of information sharing possibilities, that can carry our messages

far beyond what we could manage on our own. When we are aligned with partners who share our goals we can tap into each

other to provide resources and information to a wider breadth of folks who may benefit from our services. This also makes us

more effective community brokers when we are able to easily point our clients and communities in helpful directions.

Help Reduce Stigma around Accessing Services.

We know that it can be difficult for folks to overcome barriers to accessing services such as historical trauma, cultural

differences, shame, fear of systems, and much more. Building and providing trusted referrals is a key way to encourage our

community members to engage with programs they may otherwise be less likely to. In this way, we are able to create a level of

trust in the programs that we partner with so that we can better help each other serve people in our communities.

34 Oregon SATF


COLLECTIVE IMPACT MODEL

Collective Impact is a collaboration model which engages multiple stakeholders from different sectors to work together to solve a

specific problem at an appropriate scale. The model was first conceptualized by Kania and Kramer in 2011 in the Stanford Social

Innovation Review. This approach requires moving away from traditional, more isolated ways that service organizations attempt to

solve problems. The 5 Core Components of Collective Impact include:

COMMON

AGENDA

including a common

understanding of

the problem and a

shared vision for

change

SHARED

MEASUREMENT

participants agree

on common

indicators of success

and strategies to

measure it

MUTUALLY

REINFORCING

ACTIVITIES

developed plan of

action focused on

coordinating

activities

CONTINUOUS

COMMUNICATION

frequent, structured,

open communication

to build trust,

collaboration, and

motivation

BACKBONE

SUPPORT

independent,

funded staff

providing ongoing

dedicated support

to collaboration

Collective Impact recognizes that isolated efforts can make only incremental progress on large and complex societal problems – but

that collectively there is little a united community, or county, cannot successfully tackle. Collective Impact provides a way to develop an

intentional, well-coordinated, and mutually-reinforcing plan. It is used by a variety of programs and collaborations including the 90by30

initiative in Lane County, OR who slightly adapted the Collective Impact model to include an additional component of “community

engagement."

COMMUNITY ENGAGEMENT: In order to succeed, 90by30 defines a role for every person/group in Lane County. This means

engaging and mobilizing the adults within Lane County to provide the safe and nurturing communities needed for the

children and youth.

Additionally there are ten elements that support Collective Impact efforts which can be incorporated into all of these efforts to improve

collaboration and efficacy.

HOPE

AUTHENTICITY

CONFLICT

LIKEABILITY

INFORMAL RELATIONSHIPS

MINDSET

RULES OF ENGAGEMENT

INTENTIONALITY

ADAPTABILITY

TRUST

RESOURCE SPOTLIGHT: NATIONAL CENTER FOR COMMUNITY

BASED CHILD ABUSE PREVENTION COLLABORATION TOOLKIT

This toolkit offers descriptions of each of the additional ten elements along with tools and resources.

The toolkit is designed to help facilitate thinking in terms of collective impact and to foster critical

thinking about how and why the ten elements can be beneficial to achieving effective collaborative

relationships and Collective Impact.


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35

HEALTHY CITIES/COMMUNITIES MODEL

Healthy Cities/Healthy Communities is a loosely-defined strategy that involves all community members in identifying and

addressing issues most important to them in order to become a healthy community. This strategy identifies a healthy

community as one in which "all systems work well (and work together), and in which all citizens enjoy a good quality of life."

This model is based on the Social Determinants of Health and Development.

This model asks people to use a more comprehensive view of health -

looking beyond just healthcare. This model asks a collaboration to take

in all elements of an individual's and community's health. The Ottawa

Charter for Health Promotion from the First International Conference

on Health Promotion, in November 1986, offers several prerequisites

for health, which build on the frameworks like the Social Determinants

of Health. These prerequisites include:

PEACE SHELTER EDUCATION FOOD

INCOME STABLE ECO-SYSTEM EQUITY

SUSTAINABLE RESOURCES SOCIAL JUSTICE

SOCIAL DETERMINANTS

OF HEALTH

* HEALTH AND HEALTHCARE

* ECONOMIC STABILITY

* COMMUNITY AND SOCIAL

CONTEXT

* EDUCATION

* NEIGHBORHOOD AND PHYSICAL

ENVIRONMENT

The Healthy Cities/Healthy Communities model helps communities collaborate to promote healthy communities through:

Building healthy public policy, Creating supportive environments, Strengthening community action, Developing

personal skills, and Reorienting services from solely response towards a promotion of a healthy community.

MODEL COMPONENTS

A POSSIBLE APPROACH

Create a compelling vision based on shared values.

Embrace a broad definition of health and well-being.

Address quality of life for everyone.

Engage diverse citizen participation and be

citizen-driven.

Multi-sectoral membership and widespread

community ownership.

Acknowledge the Social Determinants of Health and

the interrelationship of health with other issues (housing,

education, peace, equity, social justice).

Address issues through collaborative problem-solving.

Focus on systems change.

Build capacity using local assets and resources.

Measure and benchmark progress and outcomes.

Assemble a diverse and inclusive group.

Generate a vision.

Assess the assets and resources in the community that

can help you realize your vision, and the issues that act as

barriers to it.

Choose a first issue to focus on.

Develop a community-wide strategy, incorporating as

many organizations, levels, and sectors as possible.

Implement the plan.

Monitor and adjust your initiative or intervention.

Establish new systems that will maintain and build on the

gains you’ve made.

Celebrate benchmarks and successes.

Tackle the next issue.

The Healthy Cities/Healthy Communities Model often parallels the Centers for Disease Control and Prevention (CDC) Phases

of a Social Determinants of Health Initiative: 1- Create or Enhance your Partnership, 2 -Focus your Partnership on Social

Determinants, 3 - Build Community Capacity to Address Social Determinants, 4 - Select your Approach to Create Change, 5 -

Move to Action, 6 - Document and Share your Work, 7 - Maintain Momentum

36 Oregon SATF


SOME OTHER MODELS

PRECEDE/PROCEED

PRECEDE-PROCEED helps frame community efforts in the context of health promotion. This model defines health as a

community issue, influenced by community attitudes, shaped by the community environment (physical, social, political, and

economic), and informed by community history. This model calls for a participatory process, involving all stakeholders – those

affected by the issue or condition in question – from the very beginning. Phase 1: PRECEDE stands for Predisposing,

Reinforcing, and Enabling Constructs in Educational/Environmental Diagnosis and Evaluation. Phase 2: PROCEED spells out

Policy, Regulatory, and Organizational Constructs in Educational and Environmental Development.

PRECEDE PHASES

PROCEED PHASES

1

Identify the ultimate desired result.

5

Implementation

2

Identify and set priorities among health or community

issues and identify the factors that affect those issues.

6

Process evaluation

3

Identify the enabling and reinforcing factors that can

affect the factors given priority in Phase 2.

7

Impact evaluation

4

Identify administrative and policy factors that

influence what can be implemented.

8

Outcome evaluation

PUBLIC HEALTH AND STRATEGIC PREVENTION FRAMEWORK

The Public Health Model identifies violence/abuse as

a serious threat to public health, and seeks to prevent

it by clearly defining the violence, identifying risk and

protective factors, developing and testing prevention

strategies to address these risk and protective factors,

and ensuring widespread adoption of what has been

shown to work. It gives us opportunities to learn from

what isn’t working, and make changes to ensure we

are not reinforcing the factors that support violence.

A Strategic Prevention Framework outlines a process, built on shared risk and protective factors, that an organization, initiative,

community, or state can follow in order to prevent and reduce an issue (or series of issues). Like many of the other models,

it calls for representation of all stakeholders in the process from the very beginning, including groups the efforts are focused on;

because community representation from the beginning leads to community ownership of a collaboratives' efforts, which leads to

community participation and support (major factors for success). The Model utilizes five phases:

1. ASSESSMENT: Create/

Maintain Partnerships, Assess

Community Needs and

Resources, Analyze Problems

and Goals, Develop a

Framework/Model of Change

2. CAPACITY: Increase Participation and Membership, Build Leadership, Enhance

Cultural Competence, Improve Organization Management and Development

3. PLANNING:

Develop

Strategic and

Action Plans

4. IMPLEMENTATION: Develop

Intervention, Advocate for Change,

Influence Policy Development, Write

Grant Application(s) for Funding

5. EVALUATION:

Evaluate initiatives,

Sustain Projects and

Initiatives


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COMMUNITY READINESS MODEL

We cannot expect community members to respond immediately to new collaborations, efforts, or community change without

time to adjust to new ideas. The Community Readiness Model helps us understand and measure exactly how ready a

community is to address a particular issue, and how to use that knowledge to stimulate community change. Community

readiness is the degree to which a community is ready to take action on an issue. That readiness can range from none at all to

already having successful programs in place and making headway. In our collaborative efforts, this model can be

incredibly beneficial in designing and organizing efforts as well as evaluating the impact that we are having on our

communities. The Community Readiness Model identifies six dimensions of community readiness:

COMMUNITY EFFORTS

COMMUNITY KNOWLEDGE OF THE EFFORTS

LEADERSHIP

COMMUNITY KNOWLEDGE ABOUT THE ISSUE

COMMUNITY CLIMATE

RESOURCES RELATED TO THE ISSUE

It's important to note that a community's readiness for each of these dimensions may vary substantially, but the status with

respect to each of these dimensions will form a baseline for a community's overall readiness. Additionally, a community’s

readiness level for one issue does not necessarily correspond to the community's levels on other issues (community readiness

is issue-specific). Once we know a community’s level of readiness, we can plan efforts to start at that level and move the

community to the next, and continue to move the community one level at a time. The readiness for these six dimensions can be

measured across nine different levels.

NO AWARENESS ->- DENIAL/RESISTANCE ->-

-

PREPLANNING ->-

PREPARATION ->-

INITIATION ->- STABILIZATION

CONFIRMATION/EXPANSION

- VAGUE AWARENESS ->-

- ->-

->-

HIGH LEVEL OF COMMUNITY OWNERSHIP

THE SANCTUARY MODEL

This model offers trauma-informed/trauma-responsive, evidence-supported, structure for creating or changing organizational

norms. This can be really meaningful for a collaborative to address historical and ongoing partnership challenges. The model

offers a set of interactive tools to shift perspectives and the ways we work together, think together, act together, and are in

community together. The Sanctuary Model utilizes four pillars:

SHARED KNOWLEDGE SHARED VALUES SHARED LANGUAGE SHARED PRACTICE

With particuar focus on:

With particuar focus on

With particuar focus on

The Sanctuary Toolkit is

Knowledge about people,

commitments to:

S.E.L.F. (Safety, Emotions,

comprised of practical

Knowledge about people

Nonviolence,

Loss, Future) - a nonlinear

tools to more effectively

under stress, Knowledge

Emotional Intelligence,

approach for facilitat-

navigate challenges, build

about healing, Knowledge

Social Learning,

ing movement. S.E.L.F.

community, develop

about groups, Knowledge

Open Communication,

helps us recognize that all

deeper understandings of

about groups under stress,

Democracy,

change involves loss and to

adversity and trauma, and

Knowledge about healing

Social Responsibility, and

try out new roles and ways

build common language.

and recovery for groups

Growth and Change

of relating and behaving.

38 Oregon SATF


COLLABORATIVE

STRUCTURES:

IDENTIFYING ROLES,

LEVELS, AND DECISION

MAKING MODELS FOR A

COLLABORATIVE

Identifying a model to move forward with

collaboration, partnership, and working

towards a healthier and safer community for

all people, is critical to a collaborative's

success. Decisions about models to collaborate

should be made with member and stakeholder

input. Similarly, it is just as important to think

about a collaborative's structures for

leadership, decision making, and membership

within the collaborative.

In this section we explore different multidisciplinary

collaborative structures, leadership models, decision

making strategies, and membership models. These

are just some examples of structures. We recommend

each collaborative utilize whichever models,

structures, or hybrids of these that makes sense to

the members and the goals of the group.

BEST PRACTICES FOR SUCCESS:

1. CENTER RACIAL JUSTICE, ANTI-OPPRESSION,

AND LIBERATION

2. THESE STRUCTURES ARE FLEXIBLE AND

SHOULD ADAPT WITH THE COLLABORATIVE


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ROLES IN A COLLABORATIVE

In order to sustain a collaborative it is helpful to outline together the expectations for participation in the group.

Additionally, having some designated roles can be valuable to help ensure the collaboration moves forward. Leadership in

particular is important for sustaining the collaborative, facilitating the group, and moving the work forward.

CHAIR-PERSON

A chair-person would likely serve in the role for a certain period of time and would largely be responsible for

organizing people and facilitating the group/work/decision-making.

CO-CHAIRS

Co-chairs share the duties/role of leadership (of a single chair-person). A co-chair model can help ensure the

work moves forward (especially if one person is not available for a meeting), distribute work more evenly, and

help ensure more voices are represented in the organizational process.

SHARED LEADERSHIP

The role of coordinating the next meeting, facilitating discussions, taking minutes, etc. rotate through the

members - each taking on one meeting before the cycle begins again. This model can be helpful if people are

struggling with capacity and/or the committee wants a lot of different voices represented in the leadership

process. This model still takes some coordination to get started and sustain.

The leadership of a collaborative is critical to a groups' success. Some things to consider as you as a group decide on

leadership and collaborative structure overall include:

{term limits} By setting the expectation from the beginning that a chair (or co-chair) will only serve a certain length of

time, other participants may be more prepared to take over a leadership role when the time comes. Term-limits also help

ensure that new/different voices can guide the collaborative and move it in new directions. Term-limits may also be an

important consideration for members as well - depending on what the goal(s) of the collaborative are.

{dedicated capacity} Having people with dedicated capacity to organize the group, send necessary emails, and set up

logistics, whether a chair/co-chair, member, or organizational staff assigned to the collaborative, can contribute substantially to

group success. Additionally, if organizations are able to dedicate staff time/funding capacity to the collaborative, the

partnership is more likely to be successful and sustained longer term.

{other leadership roles} It can be helpful to have someone serve in the position of record-keeper for the

collaborative, or rotate each meeting. This person could take meeting minutes and help keep track of the documents for

current participants. This may be a co-chair of the meeting, but sometimes it is challenging to facilitate a meeting and take

minutes, so people may want to utilize other members to serve in this role for a period of time.

{collaboration example} SATF’s Statewide Task Force Advisory Committees (including the statewide Prevention

and Education Committee) each have an SATF staff member assigned to them to facilitate logistics and the work. These staff

liaisons are guided by and work collaboratively with two co-chairs per committee to organize agendas, facilitate the meetings,

and guide the work the committees do. Committee co-chairs serve for 2 year terms and can serve up to 2 terms. This gives us

the opportunity to get new voices in leadership and move the work in creative ways.

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ROLES IN A COLLABORATIVE (CONTINUED)

MEMBERS AND PARTICIPANTS

Along with leadership, it is important to clarify expectations of participants. Participants/members are people

who attend these collaborative meetings and participate in the discussions and the ongoing work. Participants

could be appointed members (voted in) with explicit expectations for membership, or there could be more

open-ended engagement with participating organizations/institutions that may fluctuate over time. It may be

valuable to have both - meetings open to anyone in the community, AND key stakeholders/participants who are

appointed members that are actively engaged in the ongoing work of the collaborative. Member expectations

may include any or all of the following, along with other expectations not listed:

Serve for specified term(s) (SATF terms are two years)

Attend meetings (at least a certain amount annually)

Do some committee and interim work (within reason)

Invite people to participate in the collaborative

Promote the work of the collaborative

Contribute to and approve annual work plan(s)

Provide in-kind contributions (staff time, materials,

meeting space, refreshments, or other items

consistent with their organizational capacities)

Provide support of policy/legislative agenda (if able

and a part of collaborative's work)

Along with the roles of participants, it can also be helpful for a collaborative to discuss who they want to be

members and why. This could be broad (like organizations, programs, and partners who have a stake in creating

healthier and safer communities for all people) or more specific like governmental programs dedicated to

community health. Often, collaboratives may define who can be a member and/or which organizations they want

at the table. This can be helpful to focus shared goals, but can also limit who shows up, and end up

excluding partners critical to the work. A Community of Prevention Collaborative would ideally be open to a wide

variety of multi-disciplinary partners from diverse sectors (which may include governmental, community-based,

institutional, and private organizations, etc. and/or stakeholders from diverse departments throughout an

institution or business). For more successful, meaningful, and effective collaboratives, we recommend more open

approaches to membership - especially because we do not always know who is doing work that impacts our own,

and we do not always know who is doing work and impacting each group within our communities.

{membership example} SATF's Prevention and Education Committee utilizes a membership model which

intentionally supports members identifying themselves and the communities they work with and within in order

to be more reflective of the breadth and depth of work in communities throughout Oregon. They do this by

identifying "key elements" that recognize their stake in the collaborative. Potential elements of Member/Work

may include: Rural, Urban, Community Specific/Culturally Specific (ex. people who are from and/or work with

and within: Tribal Communities, Communities of Color, People with Varying Abilities and/or Disabilities, LGBQ+,

Transgender* Populations, Immigrant Populations, Populations Experiencing Housing Instability, etc.), Campus,

DVSA, Child Abuse, Anti-Oppression, Bullying, Health Promotion, Sex Education, Youth, K-12 Schools, Policy,

Funder, Community/State Organization, Faith-Based, etc.


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COLLABORATIVE ORGANIZATION

There are many different models to choose from for coming to decisions within a collaborative. Whichever decision-making

models fit a collaborative depends upon the different levels of leadership and membership of the collaborative.

SINGLE LEVEL

A collaborative may exist

as a stand alone group

with leadership (like

co-chairs) and members

STEERING

COMMITTEES/BOARDS

Along with any advisory groups (who may

have decision-making power), a

collaborative may utilize a board or steering

committee to make final decisions informed

by members and any advisory bodies

LEADERSHIP TEAM

Some collaboratives may utilize a

leadership team model where a

team of appointed leaders (co-chairs,

subcommittee chairs, etc.) work

together to move work forward

ADVISORY

BODIES

A collaborative may

utilize community

advisory groups (ex.

youth committee) to help

inform work and focuses

SUBCOMMITTEES/

WORK GROUPS

Some collaboratives may utilize subcommittees

or work groups to conduct more

collaborative work in a specific area (like

policy, education, health, safety, etc.)

COMBINATION

Some collaboratives may utilize a

variety of all of these models,

especially intermittently (ex. initially

a group convenes advisory bodies to

inform group structure/work)

* CENTERING RACIAL JUSTICE IN DECISION MAKING:

Violence and abuse disproportionately affect communities that experience marginalization, including

Black and Indigenous Communities of Color, LGBQ+ and Trans* communities, as well as young people.

If anti-violence work is to actually work towards ending violence and abuse and promoting healthier

and safer communities for all people, the folks most impacted by these issues, and the decisions a collaborative

may make in a community, need to be key participants in the decision making processes -

from visioning and goal setting to collaborative design. When our systems, structures, and groups are

exclusive (intentionally or unintentionally) we run the risk of reinforcing the harm that we are working

against, and causing new harms that make preventing violence and abuse impossible. This means we

have to more intentionally center racial justice in our Communities of Prevention Collaboratives.

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SOME DECISION-MAKING MODELS

Utilizing the best and most meaningful ways for each group to make decisions is critical to

collaborative success. Below are some decision-making models to consider.

CONSENSUS DECISION MAKING

This decision making model is based on finding agreement between all members of a group.

Rather than utilizing a simple majority vote, a consensus model helps groups find solutions that

everyone actively supports, or can at least be on board with. This helps ensure minority voices

are not overlooked or ignored. Consensus Decision Making is based on the values of equality,

freedom, co-operation, and respect for everyone's needs. It allows for sharing power, building

communities, making more informed decisions, protecting minority needs and opinions, and

moving work forward. Although this model may take longer at times to come to decisions, it

has been used for hundreds of years to center social justice in decision making.

Conditions for Consensus

COMMON GOAL

TRUST/OPENNESS

ACTIVE PARTICIPATION

CLEAR PROCESS

ENOUGH TIME

COMMITMENT TO CONSENSUS

GOOD FACILITATION KNOWING WHO SHOULD BE INCLUDED

ROBERT'S RULES OF ORDER

This decision making model was created to ensure that meetings are fair, efficient, democratic,

and orderly. When used appropriately it allows space for all members to be heard. Robert's

Rules is ultimately based on a majority vote - which can help move work forward more quickly

and/or can also help identify where there are places of disagreement that need more attention,

time, and discussion. It follows a six-step decision making process:

1 Motion (a call to vote on something)

2 Second (another person voices support)

3 Restate Motion (leader restates motion)

4 Debate (members discuss - equitably)

5 Vote (members vote yes, no, or abstain)

6 Announce Result

Robert's Rules of Order offers specific language for decision making, which can be helpful in

particular if folks are working to cultivate shared language and shared approaches.


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43

PROGRESSIVE STACKING

This is a meeting facilitation model that utilizes hand signals to keep track of who wants to

speak, as well as support people communicating nonverbally. This model helps pre-empt

interruptions and ensures that people are able to engage in multiple ways. Progressive Stacking

can be used to prioritize contributions from participants from marginalized groups. Since it is

extremely common that people from marginalized groups have their voices silenced, or

excluded, progressive stacking allows facilitators to actively resist these oppressive structures by

inviting them to speak before others with a higher degree of privilege, or those who have already

spoken.

Wiggling fingers up signals

agreement to something that

was stated or a proposal on the

floor. Wiggling fingers down

signals disagreement.

Raising a hand enters

you into the "stack."

This is the go-to

signal indicating a

desire to speak.

A C shape indicates that you

need something clarified. This

signal often “jumps,” or

interrupts, stack, so it should

be used conscientiously.

Putting index fingers and

thumbs together indicates that

the process of the meeting isn’t

being followed (an agenda item

was skipped, etc.).

Pointing at the wrist

indicates that time

is up for a particular

agenda item.

Putting crossed arms up

shows strong opposition.

This is typically done when an

item directly contradicts the

mission.

Waving two hands back and

forth indicates a direct

response to an item just

shared. This signal jumps stack

so use it only when necessary.

Touching the middle

two fingers together

with the thumb shows

the discussion needs

to be refocused.

Putting up four fingers in a W

shape indicates that the

facilitator should do a vibe

check, likely because the

discussion is getting heated.

These hand signals are just suggestions. Best practice would be to discuss and determine the conversational needs

of the group and adapt hand signals accordingly. These may need to be adjusted meeting to meeting as well -

depending on the structures and goals of each meeting.

CHOOSING THE RIGHT MODEL FOR EACH COLLABORATIVE

Figuring out the right decision-making model for each collaborative is not a one-time decision. Making and

holding space for planning, trying out, and revisting different models and structures may be a consistent and

necessary part of the collaborative's process. Whichever models a collaborative utilizes should be aligned with

the group's values around meaningful partnership, collaboration, and shared visions for a healthier and safer

community for all people. Consider the following when exploring decision-making models:

What model(s) ensure everyone's voice is heard? Convening a collaborative is a lot of work, and sometimes we

overlook intentional structure design, including decision-making models, in favor of capacity limitations. It

may take more time to do more meaningful decision-making processes AND our efforts are more impactful for

whole communities when our efforts are intentionally inclusive.

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IDENTIFYING A SHARED VISION

One of the most challenging parts of working together is creating and working towards a shared vision. People

have a lot of ideas about what safer and healthier communities may look like for all people. Exploring individual

values in order to find overlap can feel daunting. In the Implementation section of this toolkit, we provide some

strategies for how to create shared visions. We also want to explore some critical elements of healthier and safer

communities that the group may want to consider before deciding on structure.

ANTI-OPPRESSION AND THE VISION FOR YOUR COMMUNITIES

It is important to take time to acknowledge systemic oppression that exists within our work, and reflect on ways

yourself or your organization may uphold oppression. We cannot expect to be successful unless we plan to take

on some of these social justice issues within our work. Contributing to healthier and safer communities requires

focus on oppression as a root cause of violence and other social problems. Promote and support inclusivity and

equity to address this root cause.

If you are coming from a privileged group (white, U.S.-born, straight, cisgender, highly educated, secure income,

and/or male), it is important to recognize and acknowledge that you may not always be the best person to deliver

certain messages in a community. The systems of oppression that have been in place could give you an

unintentional advantage to take over spaces and step on the toes of groups who have been doing this work before

you. This is why it is necessary to reach out to identified stakeholders and audiences to more appropriately reflect

whole geographic and cultural communities. It takes time to build trust, especially in ways that do not reinforce

the distribution of power within systems and the normalization of who deserves power and who does not. Listen

to your community members, especially those of historically marginalized identities. To better collaborate to

address the root causes of multiple social problems, consider the following:

Does your organization or collaborative's current mission incorporate equity principles and social and

racial justice? Is your organization's (and the collaborative's) mission informed by groups,

communities, and people across the geographical areas you serve?

What changes need to occur within your

program to make your spaces and staff more

inclusive of all identities?

How has your organization, program, or

yourself been oppressive and how can you

begin to address that?

What are your biases? How can you

begin to work through those?

What additional training will you, your staff, collaborative

members, etc. need to understand root causes of violence?

RESOURCE SPOTLIGHT: PREVENTION THROUGH LIBERATION

The Oregon Coalition Against Domestic and Sexual Violence created a framework to align any work

that dismantles oppression and promotes liberation as it contributes, directly or indirectly, to

violence and abuse prevention and health promotion. Access this framework at www.ocadsv.org.


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45

SHARED VISION(S) FOR HEALTHIER COMMUNITIES

Addressing root causes and promoting what is healthy is core to creating healthier and safer communities for all

people. It is not always easy to understand what "healthy" means though. What is healthy for each individual, for

different groups, and within different communities may look different. It is important to make sure that

collaboratives are representative of expansive groups, sectors, efforts, and populations in a community.

Additionally it is important to approach "health" with flexibility to ensure a shared vision for a healthier

community is truly reflective of all people in the community.

By including a health promotion framework and utilizing positive framing, prevention efforts promote healthy

behavior and challenge unhealthy social norms. Positive framing highlights that the right to health and healthy

relationships applies to all people. By focusing on changing stereotypes or ways that individuals are “supposed” to

act based on their identities (including gender, race, class, sex, and age, etc.) and the identities of people who are

in relationships and interacting with us, is a valuable place to start when addressing norms change.

Approaching the work from places of honesty, transparency, authenticity, and reality are key components of being

effective in prevention. Critical analysis of ourselves and how social norms impact us individually and collectively is

key for changing norms and impacts our capacity to model equity and other healthy behavior. When we

collectively hold ourselves, and members of our communities to healthier standards, we can make decisions that

allow us to be healthy humans and have healthy relationships.

Have you already begun to promote positive norms, are you currently working on removing harmful

norms, are collaborative members on the same page for which norms to promote?

What behaviors will change as a result of

promoting new norms? Is it that more people

will feel comfortable asking for consent and

respecting rejection, or that more people will

access preventative mental health care? When

do you expect to see this change begin to occur?

Which efforts currently underway in your

community could benefit from using health

promotion language? (ex. if you are saying

“child abuse is a huge issue and we need to

stop it,” what does a community without abuse

look like that you could promote instead?)

Are you using inclusive-language and adapting language when you make mistakes and/or cause harm?

What is your existing capacity for responding to collaborative members' comments and disclosures?

In Practice in the Collaborative: Practice positive reframing. Model healthy consent culture, like asking before

you do things such as moving on in a meeting, assigning a task to someone, hugging, or using someone else’s

coffee creamer. Look for positive norms to replace the harmful norms. Engage participants in ways that are not

strictly informed by gender and do not reinforce the gender binary or heteronormative examples. Acknowledge

that everyone experiences health and healthy sexuality differently and everyone has different influences on their

health and healthy sexuality.

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PROGRESS CHECKPOINT: EXPLORING MEANINGFUL COLLABORATION

Making decisions about community collaborative structures

should be informed by members and stakeholders. This

includes individual and shared understandings of what a

healthier and safer community for all people looks like, and

what is needed to make that possible. The below questions

can be used to help explore our own values about healthy

and safe communities. You can copy this page and re-use it,

as your knowledge/skills change.

Q

1. What does a healthy and safe community look like to me?

A

Your answer:

Q

A

2. Whose voices have helped me to understand what a healthy and safe community

looks like?

Your answer:

Q

3. What are some barriers to health and safety that have been identified by someone in

my community who identifies differently than I do in terms of race, gender, ability, etc?

A

Your answer:

Q

A

4. What role can I play in my current professional capacity when it comes to

addressing the barriers that have been identified in question 3?

Your answer:


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EXPLORING MEANINGFUL COLLABORATION - CONTINUED

Q

A

5. What programs and supports can I identify in my community that might have

resources or supports to address the kinds of barriers identified in question 3?

Your answer:

Q

A

6. In what ways could partnering with those identified in question 5 benefit me

professionally? (increased knowledge, additional referral capacity, etc.)

Your answer:

Q

A

7. How does partnership move us all closer to our vision of a healthier and safer

community for all?

Your answer:

Q

A

8. Whose voices are needed to ensure that a vision for a healthy and safe

community is inclusive of all different people?

Your answer:

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FACILITATION STRATEGIES

People are often engaged in a collaborative because the work and the shared goals are

meaningful to us. This does not necessarily mean that the members have facilitation

experience, which can often make the collaboration feel stagnant. In this section we offer

several facilitation strategies to help support meaningful collaboration.


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49

FACILITATING ACCESSIBLE AND INCLUSIVE SPACES

As a facilitator, you help set the tone of collaborative meetings. In addition to the content of the meetings, participants will

look to you for leadership and guidance in creating the culture of the meetings. Here are some points to consider:

ENGAGE VARIOUS LEARNING STYLES

Each person is unique. If time allows, take an inventory of the types of learners you have in the room. To do this,

you could use the engagement styles assessment in SATF's Comprehensive Prevention Toolkit.

Offer a variety of ways to deliver information. If the group is evaluating a list of resources, provide that list in

writing (individual documents or posted on a shared screen) AND list them out loud. As another example: when

making a list, give each group member index cards or post-it notes to write their contribution and physically

organize the cards as a group.

PLAN FOR ACCESSIBILITY

Integrate inclusion from the planning stage so that access/accessibility

becomes the standard. Approaching a meeting with inclusion in mind will

help to make the environment beneficial to more participants.

Check that any video components of your meeting/presentation are

accurately captioned.

It is best practice to use a microphone whenever possible. “I have a loud

voice” is no substitute for amplification.

Provide an opportunity for participants to let you know what they need

to be successful in your meeting. Ideally this would be done prior to the first

group meeting, but should also be repeated from time to time. An example

is to include the question in a registration form or when sending a meeting

reminder: “Please let us know what else we can provide so that you can

participate fully and comfortably in our upcoming meeting.”

FACILITATE (INSTEAD OF LECTURE)

Facilitators invite the group to learn and produce outcomes together; lecture style consists of one speaker

conveying information to an audience, and potentially taking audience questions at the end of a presentation.

A successful meeting may have lecture-style components if, for example, a guest speaker comes in to convey a

particular message.

Rather than top-down approach, facilitation makes space for each participant to be an expert in their content area.

All members of the group (including the Facilitator) are invited to contribute, share, and learn from each other.

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PRACTICE YOUR ROLE

Meet new ideas with positivity and non-judgment. This can be difficult. Set an intention to be open to different

ways of accomplishing your goals. If necessary, mentally set aside the steps you would typically take in order to be

able to receive and evaluate new approaches.

Value the time and contributions of those in the room. Remember it can feel very personal to contribute ideas to a

group. Practice being thankful for each contribution. Even if you do not use each idea, every part of the process helps

you get to the final plan. Remind the group that it takes many ideas to get to the plan that will be right for your goals.

REMEMBER: GROWTH AND TRANSFORMATION MAY BRING ANXIETY

Keep goals centered in your discussion and process. Start each meeting with a reminder of what the larger goals of

the group are. Include group goals in reminder emails to encourage participants to join the meeting with the goals

in mind.

Provide visual reminders of group goals and expectations. If you are meeting in person, can the goals be posted in

your meeting space? Include group goals at the top of each meeting agenda to center the group’s intention at each

meeting. If meeting virtually, post group goals in the meeting platform's chat box or include them on a shared slide.

CALL IN ADDITIONAL/OUTSIDE EXPERTISE

Is there a group or community that has tackled a similar goal? Bring in information/news coverage/example

products from that group as inspiration for addressing yours. (Copying their resources would likely not contribute to

your collaborative's goals, but may inspire resources/documents the could be useful for your group's efforts.)

Literally call – or invite – outside expertise to a meeting. (example: SATF coming to community SARTs to help

align/re-align their priorities and work plan). Technical assistance is available!

BE CLEAR AND TRANSPARENT

Give people as much information as possible about meeting and activity expectations ahead of time. This helps

ensure that people are able and willing to participate as fully as possible - as well as offering folks a chance to contribute to

adapting activities and the overall agenda in ways that feel meaningful to the group as a whole.

Make sure to translate when necessary. People tend to use a lot of achronyms, or talk about projects without reminding

people of the history that got them to that point on a project. It is important for us to translate what people are talking about

for the larger group to eliminate barriers for participation.

Be transparent about the groups structures, dynamics, and work - including why things are the way they are and

whether or not they can change. Hiding information like this (intentionally or unintentionally) can often lead to

reinforcing problematic power dynamics, excluding certain communities, and upholding oppression - all of which

cause harm.


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GROUP AGREEMENTS AND GROUP NORMS

Group Agreements and Group Norms are additional tools that can help foster participation in collaboratives. These can help

structure the meetings, organize the work, and facilitate equitable conversations. Some considerations for these include:

EQUITY: (what do we have to do so that we keep those we

have traditionally underserved at the center of our work?)

WELL-BEING: (what do we have to do to

ensure we practice self and community care?)

PRODUCTIVITY: (what do

we have to do to be productive?)

TEAMWORK: (what do we

have to do to work together well?)

INCLUSION: (what do we have to

do to ensure diverse voices are heard?

GROUND RULES/EXPECTATIONS/GUIDELINES

It is important to establish “ground rules” or "group expectations" for a new (and even for an existing) group of individuals/

organizations working together on a specific project. As a facilitator, it is your job to lead this discussion and potentially to

remind participants of the agreed upon rules/expectations later in the process. Creating ground rules/group expectations is a

great way to ensure your team has a common understanding of the goals and how the group will operate. Ideally, we want the

team to be enthusiastic about the work produced and the processes involved in getting there. Consider these things as a

starting off point for creating your group’s ground rules or group expectations:

CREATING AND UTILIZING A ROAD MAP: Defining how a collaborative will move forward (meeting structure,

meeting schedule, between-meeting progress, etc.) will help sustain the group and inform ground rules.

FOSTERING BUY-IN: Clarity around group dynamics (clearly stating group goal(s), connecting this work to the

“big picture” (what each player at the table has in common), demonstrating potential success, etc.) can foster

buy-in within the collaborative and community and support guidelines that are meaningful for the group.

PARTICIPATION

"Why am I talking; why am I not

talking?”

Listen from the “we” but speak

from the “I” (in other words speak

only from your own experience)

Critique ideas not people

CHALLENGE BY CHOICE

Ask attendees to be present

in the meeting regardless of

what participation looks like

for them

Provide multiple ways to

engage at their comfort

level

CONFIDENTIALITY (if appropriate)

Take what you learn back to your

communities, but be careful to keep

names, affiliations, and particular

circumstances private

Processes around this should be

agreed upon by all group members,

at the beginning of the meeting.

Revisiting our "Ground Rules" - It is valuable to do scheduled revisions of group guidelines. Will your group revisit the ground

rules annually? Semi-annually? A schedule for revision should be included in your plan. Additionally, when the leadership of the

group changes and/or a significant number of members change (ongoing working groups often experience membership shifts

and turnover) consider inviting the new membership to revise the group’s ground rules, so that they reflect the current group’s

values/expectations.

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ENGAGEMENT STRATEGIES

Your group will likely include a variety of learning styles, working habits, and communication patterns. Successful facilitators

find innovative ways to include all participants in the process. Whenever possible, work to build rapport ahead of time and

outside of committee work. Making time for 1-on-1 conversations can help individuals feel the importance of their part in the

project. Understanding the needs of various stakeholders will help the overall project to better serve constituents. Recognize

and highlight when appropriate - that different group members come with different perspectives, areas of expertise, and

histories working on projects like this one.

THINK-PAIR-SHARE: Give people some time to think about a topic/question, then ask them to find a

partner to discuss. Finally, have them share out with the larger group themes around what they discussed.

This can help people formulate thoughts without being put on the spot.

POLLS: Polling people (using clickers, phone/internet apps, or handraising, etc.) can be a great way to help

engage people anonymously or otherwise. This can also help with consensus building.

INDEPENDENT FREE WRITE: Ask participants to spend some time jotting down their thoughts

and ideas in response to a prompt. This can help people formulate their ideas before they're asked to

share verbally with the broad group.

SQUARE-CIRCLE-TRIANGLE: Direct participants to respond to a list or just several items by

asking what is squared away (I get it)', what is still circling (it’s iffy), what are my questions (triangle).

This could be combined with other strategies like free writes or small groups.

SMALL GROUP DISCUSSION: Breaking people into small groups (by self selection, numbering off,

pre-identified groups, etc.) can help move a conversation forward, build relationships, or create

opportunity to discuss multiple topics in limited time.

SNOWBALLS AND ANONYMOUS INPUT: Ask people to write down thoughts anonymously, then

drop their paper in a certain spot (ex. crumple up and toss into the center like a snowball). This can be

helpful for sharing ideas when there is not a lot of trust/relationship built. You can extend this by

redistributing responses and asking people to discuss. If folks are actually throwing their responses,

discuss safety strategies before folks start tossing their papers.

DOTMOCRACY: Allocate each individual a certain number of votes (in the form of dots - actual or

marker dots) to help groups identify priorities when there is a list or several different options. People can

"spend" all their dots in one place to identify high priority, or spread them out across varying priorities.

When tallied, items with the highest number of dots (votes) can help focus a group's starting places.


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ACCESSIBILITY AND VARIED ENGAGEMENT STRATEGIES

It is also valuable to consider how to create opportunities for participants to engage in different ways. This is particularly

important when thinking about accessibility. We often ask people to participate in verbal, physical, and/or visual ways. There are

many ways to do each of these and it is valuable to offer more than one way to engage whenever possible. Additionally, if one

strategy is not working - try another. Learning about accessibility needs before meetings can help ensure spaces are

meaningfully accesible for each person.

VERBAL:

- Asking people to provide verbal affirmation is a great way to model consent, communication, and healthy

boundaries. Ensuring that everyone can engage in the conversations, work, and collaboration, including nonverbally, is

also a critical part of consent, communication, and healthy boundaries.

- What other strategies can you put in place ahead of time to ensure that everyone can participate?

- What time adjustments need to be made to an agenda in order to ensure time for interpreting? What do you, and the

broader group, need to learn about interpreting, if anything, to ensure everyone can engage meaningfully in meetings?

PHYSICAL:

- Asking participants to get up and move around, raise hands, or write responses, can be helpful to keep people

engaged, model healthy behaviors and collaboration cultures, and meet the needs of various participants.

- People also have varying needs to be present and to engage in any physical activities. As a facilitator, you can set up a

space to ensure people can move around. Offering color pages, fidget toys, post it notes, etc. to help

participants that need additional stimulus to keep their focus on the meeting.

- Offer multiple ways to respond (whether raising hands, moving around the room, responding verbally, etc.). You can

also offer flexibility in activities to help ensure everyone can participate comfortably.

- If meetings will be longer than one hour, include a short break and/or let participants know that they are welcome to

stand against a wall, etc. Invite them to move within the meeting space so that they can remain comfortable/engaged.

VISUAL:

- Asking people to read documents, write responses, draw something, respond to images or artwork, etc. can be

helpful ways of asking people to think differently and to think creatively. Art and creativity are critical parts of our

communities - and are deeply meaningful to many people.

- If you are asking people to engage visually, sharing materials ahead of time (and as early as possible) can be

helpful, especially as many people need specific technology to see. Reading out loud and describing imagery is helpful

as well. People read at different paces and understand materials in different ways. By consuming

materials together during a meeting, participants can collectively move forward - as opposed to individually

(potentially reinforcing existing silos).

* REMEMBER: You cannot possibly be prepared for EVERYTHING. You are not responsible for what other folks bring into the meeting (if they are

already antsy or angry or burned out, etc). All you can do it create an environment that demonstrates your intention to be inclusive and your

willingness to work with participants to make the environment as comfortable as possible, within reason.

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ADDITIONAL FACILITATION TOOLS

Effective collaboration and meaningful partnerships are built on relationships. It can be challenging to foster relationships

when also trying to think beyond silos, overcome historical divides, shift towards shared goals, and navigate problematic norms

around resource scarcity. Often we try to jump to the action phases of work, particularly collaborative work, which is a common

reason that collaboratives (especially multi-disciplinary ones) struggle over time. Dedicating time, space, and capacity to

building relationships will make the work (and having successful difficult conversations) much easier and will ultimately move

us all closer to our shared goals of healthier and safer communities for all people. There are many different strategies that

people can use to build more meaningful relationships.

ICEBREAKERS AND COMMUNITY BUILDING

Icebreakers are a facilitation tool that can be used to help people find connection with one another, warm-up to

conversations and the work, and begin (or continue) seeing each other in community as opposed to in isolation. There are

many different types of icebreakers and community building strategies, and ways they can be used, including:

Introductions: These may include simple prompts to introduce oneself (like name, role, pronouns, fun fact,

etc.). These may also include games (like 2 truths and a lie, or get to know each other bingo) which often ask

people to move around and/or introduce themselves to someone(s) one on one. Think-Pair-Share could be

utilized here to have people meet someone, then share out what they learned about a person, etc.

Getting-to-Know-you: These may look a lot like the icebreakers described above and focus on simple

prompts about oneself (like name, role, pronouns, hobbies, favorites, karaoke songs, etc.). Maybe space for

small group discussions especially with time carved out for additional getting-to-know-you conversations can

be really valuable. Some open-ended prompts that may be helpful include: Who are you? What do you do?

What do you love? What matters to you? - especially if people are encouraged to answer these questions in

whatever ways they feel comfortable and find meaning in these questions.

Team-Building: These activities tend to focus more on building trust, communication, and collaboration.

Team-builders may include excercises where people have to work together to accomplish a goal, move

through an obstacle course, complete a puzzle, or build something. Whereas getting-to-know-you may be

a consistent part of an agenda, team-building icebreakers are often used intermittently and intentionally.

SOME CREATIVE WAYS TO USE THESE STRATEGIES

SMALL GROUP DISCUSSIONS: When breaking people into small groups, or pairs, to discuss a topic

- ask participants to reintroduce themselves using a specific prompt; this helps people deepen

relationships and can make challenging or uncomfortable conversations more accessible. This means

allocating more time in a meeting for these discussions.

ANONYMOUS ACTIVITIES: When using strategies for people to respond to prompts anonymously,

like polls or snowballs, you can use what has been submitted to have people discuss. Using prompts that

help people find connection (examples like 'how does this resonate with you?' or 'what is a similar

experience you've had in your work?') can foster meaningful connections among the group.

CONNECTING OUTSIDE OF MEETINGS: Another way to deepen relationships among group

members is to ask people to connect with one another between meetings. If the collaborative is

reviewing a resource, for example, participants can partner up and meet outside of the collaborative

meeting to discuss the resource.


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DISCUSSION STRATEGIES

When facilitating discussion among the group, it can sometimes feel challenging to get people to participate. Utilizing different

strategies to make space for each person to contribute to a conversation can be helpful, including being able to pivot to

a new strategy (like small-group or pair discussions). Modeling a response can be helpful for participants. Calling on people

(alphabetically, in order of arrival, randomly) can sometimes help. Asking people to contribute to prompts on flip-chart paper

hung on the wall before discussing, can also help. Offering multiple ways for people to contribute can also help make sure

peoples' voices are heard on each topic (like during discussions, via email, phone call, or through written response or survey,

etc.). Sometimes switching up how the conversation is facilitated can help make space for people who aren't taking up as much

space as other people. Here are two common discussion facilitation strategies:

POPCORN DISCUSSIONS

ROUND-ROBIN DISCUSSIONS

Popcorn style discussions ask for people to contribute as

they want and are comfortable to do so.

Benefits

* People who do not have something to add, or do not feel

comfortable (or safe) to do so, do not have to.

* When combined with other facilitation strategies (like free

writes, square-circle-triangle, dotmacracy, etc.) popcorn

discussions can build on the information already

contributed, in meaningful ways.

Notes

* These discussions often favor people who talk a lot already,

so people who take up most of the space may have to choose

to remain quiet to make space for other people to contribute.

The facilitator might need to remind people of this.

* This is one of the most common meeting discussion styles,

and one people often struggle with participation from groups.

Bouncing between this and round-robin discussions can be

helpful to motivate participation.

Round-Robin discussions ask everyone to contribute

something (if they want and consent to it) by calling on

each participant and/or going around the room.

Benefits

* Everyone is given a chance to contribute in this way, if

they want to, and feel comfortable (or safe) to do so.

* Ideas that may be overshadowed can be heard more easily

as fewer voices dominate whole discussion.

Notes

* These discussions work particularly well with check-in or

meeting wrap-up questions, as well as relationship-building

prompts.

* Calling on participants is effective if the meeting

is in a virtual space - like a video or phone call.

* Being clear on contribution expectations (prompts, time

for each person, etc.) can help people to participate more

equitably.

* This can take more time, so plan accordingly.

A QUICK NOTE: ASKING QUESTIONS MEANINGFULLY

It can be challenging to know the right questions to move conversations forward. Open-ended questions are great for collecting

ideas and early input, but can be challenging for folks if they are not sure what they do not know and may need to know to make

a decision. List questions offer choices. These can be great for making decisions, but do not often allow for creativity beyond the

list. Here are some things to consider when asking the group to respond to certain prompts:

EQUITY CONSENT GOALS

How can you ensure everyone's How can you ensure that people are not What are you trying to accomplish with

voice is heard in decision-making forced to contribute, especially when it may each discussion and how does that

(verbally or otherwise)?

be unsafe (not uncomfortable) to do so? inform the way you facilitate each?

56 Oregon SATF


USING TECHNOLOGY TO FACILITATE CONNECTION

Some of the engagement strategies and facilitation tools shared on the previous pages can be adapted and utilized in virtual

settings like video meetings, phone calls, or other technology based platforms. There are some additional considerations and

strategies that can be used to facilitate connecting and collaborate using technology.

SOME THINGS YOU CAN DO TO MAKE VIRTUAL SPACES BETTER

It often takes more time to plan, coordinate, and implement work in virtual platforms, especially when we start

to use special features like breakout rooms, screen sharing, and whiteboard fetures. As a facilitator in these

spaces, there is a lot we can do to help participants and the collaboration be successful.

*

*

*

*

*

*

*

Practice using a platform and all its features ahead of time. This helps increase your comfort level with

the technology and mitigate figuring it all out in the moment. Practice with a co-worker if possible, as well

as on your own.

Consider the ways technology may impede participation. Plan for technical challenges. Some platforms

sow grey boxes over the screen folks are trying to share, there are often a limited number of camera that

can be viewed at any time (so can’t see everyone), there also may be important confidentiality

considerations you want to take into account when using a platform. Practice can help you figure out

some of these things ahead of time and adjust accordingly.

Communicating expectations about participation, camera-usage, technology requirements, and the space

ahead of time can help people be most successful in participating. This can go out in an email prior to

each meeting, along with necessary information and resources for participants who may experience

barriers to internet access.

Build relationships one on one with participants ahead of time can be extra beneficial if a collaborative is

meeting virtually. This includes phone calls and lots of emails to connect with people. This work is

requires relationships, especially when we're not meeting in person.

Factor in more time for conversations, including introductions. There are many reasons it takes longer:

folks forgetting to unmute (or experiencing challenges unmuting), lags in sound, interruptions, and

background noise, as well as people not being able to observe and/or react to body language in the same

way they would if they were in person. This doesn't necessarily mean to make meetings longer - but recognize

that it may take more meetings to complete the desired tasks.

Include time for breaks. Virtual fatigue is an important thing to be cognizant of. By making space for folks

to take a 10 minute break every hour or so, can be really beneficial to the success of the meeting, as well

as honoring the unique circumstances and environments that people may be trying to participate from

(with other people around, pets, etc.).

Have a meeting co-facilitator if possible, and/or someone who can manage some of the technology while

you are facilitating. This can help make sure things like comments don’t get missed, participants aren't

overlooked, and cut down on the amount of time that folks are waiting for the next thing due to start

because of navigating technology in the moment.


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VIRTUAL FACILITATION STRATEGIES FOR SUCCESSFUL MEETINGS

All of the facilitation strategies highlighted throughout this chapter of the toolkit can still be used in virtual

spaces, with adaptations. Sometimes this requires utilizing multiple technology platforms, and/or using multiple

functions within one platform. Remember for accessibility, we still want our meetings to have verbal, physical,

and visual engagement strategies whenever possible, and to mix things up throughout the meeting. Below are

some additional ideas unique to virtual spaces that can help folks engage meaningfully.

BREAKOUT ROOMS: Using breakout rooms can help facilitate small group discussions, and let folks build

more intentional relationships with one another. If using multiple break out rooms in a meeting you may want to

have folks be in the same group each time so they can add depth to their conversations each time OR you might

want to shuffle the groups each round to people can get to know all the other participants in a closer setting.

CHAT BOX: Chat boxes are a great place for folks to add thoughts, responses, and questions if they do not

want to unmute in the moment. This can also help folks take up less verbal space if that is a concern for

certain participants. It is also a great place for facilitators to share questions, LINKS, and notes from

discussions for participants to more effectively follow along visually.

SCREEN SHARING AND CAMERAS: Sharing slides, documents, etc. on the screen can be really helpful

for folks to follow along, but it also means that likely less people can be seen by all participants, including the

facilitator. Minimizing screen sharing when necessary so people can still see everyone can be helpful. You can

utilize the chatbox for prompts as well to address some of this.

SHARED DOCUMENTS: Utilizing additional platforms that allow participants to see the same document

and live-edit it can be a useful alternative to in-person contributions on flip chart papers around the room. By

utilizing breakout rooms and a shared document, participants can see feedback from other groups and build on

previous conversations. This usually means sharing a link with participants for them to access on their own.

ANONYMOUS INPUT: You can collect anonymous input by including a link to an anonymous survey,

using the polling function in many virtual platforms, or asking participants to all change their name on zoom

to either the same thing (ex. ***) or a random animal. They can then type into the chat box and their edited

name will show up as opposed to their real name.

FUN: Making space to have fun together in the meetings can be a great way for folks to feel more comfortable

in the space. This could include playing music, asking folks to mirror the moves of someone else on screen and

trying to guess who, having participants call on the next person to share something fun, and asking people to

talk about things that aren't work related (like check-in questions). These activities build relationships.

RESOURCE SPOTLIGHT: FACILITATION TOOLS FOR MEETINGS

AND WORKSHOPS IN-DEPTH GUIDE FROM SEEDS FOR CHANGE

This in-depth guide provides a compilation of tools and techniques for working in groups and

facilitating meetings or workshops. From starting a meeting to increasing participation to

exploring complex issues, this guide offers tangible strategies for facilitation. It is available on the Seeds

for Change website.

58 Oregon SATF


ACTION PLANNING

FOR PREVENTION

In order to successfully collaborate, we have

incorporated an action planning process

throughout the implementation plan, with

helpful activities to move the collaborative

forward.

TO ENSURE COLLABORATION IS SUCCESSFUL

AND CREATES MEANINGFUL CHANGE, THESE

PREPARATION STEPS CAN HELP:

AUDIT YOUR INFRASTRUCTURE AND RESOURCES,

INCLUDING THOSE FOR PREVENTION.

You need to know what you have before you can determine where

you want to go. Audit your organizational infrastructure and

resources to see what:

1. Your organization has that can assist with creating,

implementing, and assessing your prevention work.

2. Programs, strategies or initiatives that address and prevent

violence and promote health and safety.

3. Other prevention efforts are taking place in your community.

SET GOALS FOR YOUR PREVENTION STRATEGIES

With your team, determine the following:

1. What do you need to know?

2. What programs do you need to evaluate?

3. What programs need more information to help

improve prevention efforts in your community?

From here, create goals that you want your program to accomplish.

Make sure they are specific, measurable, agreed-upon, realistic,

time-bound, inclusive, and equity- focused (SMARTIE goals).

CREATE AN ACTION PLAN FOR NEXT STEPS

Using the information you gather above, create a plan for how to

boost your programs.


1. DO A RESOURCE AUDIT

2. CREATE GOALS FOR YOUR PROGRAM

3. DEVELOP AN ACTION PLAN


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COLLABORATIVE PREPARATION: IMPORTANT INFORMATION TO SHARE

Below is the basic information that would be helpful for

each participant to share with the collaborative,

stakeholders, community partners, on marketing

materials (like posters, newsletters, listservs, websites or

emails) and with participants that engage in their

prevention programming. We recommend making copies of

this page and distributing them to team members and

others that may need to answer questions about the

collaborative to the media, board, parents, etc.

IMPORTANT PARTICIPANT INFORMATION

Program Name::

Date:

Goals:

Office/Dept. Administering:

Primary Contact Name:

Primary Contact Email:

Primary Contact Phone:

Primary Contact Location:

How Can Participants Sign Up?

Web Address (if needed):

Resource Web Address:

(if separate)

How Staff Access (if separate):

NEXT ACTION PLANNING STEP: CONDUCTING A RESOURCE AUDIT

60 Oregon SATF


A COMPREHENSIVE PREVENTION PLAN

Looking at the levels of prevention

(primary, secondary & tertiary) with a

focus on stopping violence/abuse before

it occurs (primary prevention), we can

take audit of our current prevention

programs to inform goals for our

prevention efforts and create next steps

for action planning.

HOW TO USE THIS GRAPHIC

In order for prevention strategies to be wellrounded

and create meaningful change, we need

to incorporate different types of programs,

strategies and outreach methods. This graphic

was created by SATF and includes a variety

(non-exhaustive) of prevention and awareness

initiatives.

For prevention to be most effective,

communities collaboratively need to have

at least one program or initiative from each

of the following categories in the first

column (although ideally all of these

initiatives would be implemented in some

way throughout the community):

1. Health Promotion

2. Addressing Root Causes/Norms Change

3. Coordinated Effective Response

4. Response Awareness

5. Bystander Intervention

6. Awareness Raising

7. Risk Reduction

And utilize a variety of evaluation methods

to assess program success (see first row).


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61

Evaluation

School/Community Climate Surveys

Other Surveys (Yours or Community Surveys)

Focus Groups/Listening Sessions

Activity Specific Evaluations (ex. Pre/Posts, etc.)

Health

Promotion

Comprehensive Healthy Sexuality Education Policies (ex. childcare/healthcare for all)

Multi-Session Healthy Relationships

and Consent Education Programs

Parenting Education to Promote Healthy Child

Development and Parent/Child Relationships

Addressing the

Root Causes

and Norms

Change

Anti-Oppression

Trainings, Policies,

and Policy

Implementation

Policy Changes to Dismantle Educational Sessions/Campaigns to

White Supremacy Culture Address Harmful Gender Norms

Media Literacy Mentoring Programs (ex. Coach-implemented

Campaigns

Educational Programs in Athletics)

Coordinated

Effective

Response

Peer Support Groups

Confidential DVSA Advocates

Family and Child Services

Criminal Justice Partners

Clear Person/Trauma

Centered Organizational and

School Policies and Training

for Violence/Abuse Response

SARTs, BITs, and MDTs

Trauma-Informed Referall

Processes Between All Partners

Partnerships with Culturally

Specific and Tribal Services

Response

Awareness

Posters

Brochures

Resources

Available

in Multiple

Languages

Language on Website(s)

Policy and Procedures

Orientation Programming

Language in Student/

Employee Manuals

Bystander

Intervention

Peer Leaders/Leadership Programs

Bystander Intervention Workshops/

Training (ex. Green Dot, etc.)

Staff/Faculty Training Bartender Intervention

Community Level Intervention Safe and Askable

and Social Norms Campaigns Adult Education

Awareness

Raising

Poster Campaigns

Assemblies/Meetings

Community/Student/Parent

Group or Club Activities

Participant Action/Activism

Teams (ex. Parent Action

Teams or Theater Groups)

Annual Events (ex. Take Back

the Night, It's on Us)

Fundraising for Cause Activities

Panels/Discussion Forums

Awareness/Action Months

Community Connection

Activities (ex. Home Visiting)

Risk Reduction

Alcohol and Drug Education to

Reduce Risk for Perpetration

Hotspot Mapping

Campus/Community Safety

Policies and Announcements

Efforts to Increase Disclosures

Empowerment-

Based Self-Defense

Programming

Community Buy In (ex. Proclamations, Start by Believing, etc.)

62 Oregon SATF


COLLABORATIVE PREPARATION: POLICY & RESOURCE AUDIT

Below, you will find space to take stock of your

organization’s current policies and resources related to

violence prevention, awareness, and response. When

conducting the scan, examine your items with the lens of

current best practices, and whether they meet specific State

and Federal mandates. Think beyond your own prevention

staff: Who else may be doing trainings, programs or have

policies that contribute to the prevention of violence in your

community?

ITEM TYPE LEVEL WHO IS DOING THIS?

Prevention Coalition Resource Primary

Local Advocacy Agency

Response Protocol

Policy

Secondary

County SART

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

NEXT STEP: POLICY & RESPONSE RESOURCE AUDIT


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COLLABORATIVE PREPARATION: PREVENTION PROGRAM AUDIT

Below, you will find space to take stock of your agency’s

current prevention strategies, trainings, and initiatives.

When conducting the scan, examine your items with the

lens of current best practices, whether they meet specific

State or Federal mandates, and what level of prevention

they fulfill (primary, secondary or tertiary). Think beyond the

prevention staff: Who else may be doing trainings/programs

that contribute to the prevention of violence and abuse?

ITEM TYPE CATEGORY OFFICE/DEPARTMENT

Healthy Family Workshop Training Primary

Health Department

LGBTQQIA Consent Campaign

Posters

Secondary

Safe Zone Program

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

NEXT STEP: DEVELOPING GOALS

64 Oregon SATF


PROGRESS CHECKPOINT: CENTERING COMMUNITIES

Supporting all members of a community, and their work,

requires building trust and learning about how each effort

is a necessary part of the whole. Centering communities,

investing in authentic partnerships, and engaging culturally

diverse individuals, groups, and communities is essential

in effectively and equitably promoting healthier and safer

communities for all people. These questions can help you

explore centering communities in collaborative efforts.


To better center the work and experiences of diverse community members, what kind of trust and

relationship building activities and meetings need to be initiated before working together? What is your

organization's history and reputation within these communities?

What strengths do each community and its individuals have that would advance efforts to create a healthier

and safer community for all people?

How can you collaboratively assess the capacity of everyone involved and make sure one group is not tasked

with too much?


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NAVIGATING COLLABORATIVE

CHALLENGES

In this section we will explore common challenges that arise during collaboration and broader

collaborative efforts..

66 Oregon SATF


COLLABORATION IS

MEANINGFUL AND CRITICAL

TO CREATING HEALTHIER

AND SAFER COMMUNITIES

FOR ALL PEOPLE. IT CAN

ALSO REQUIRE EXTRA

CAPACITY TO SUPPORT.

In this section we look at some common

challenges that may arise in collaboration,

like navigating different personalities,

diverging goals, and varying participant

expectations - and offer some strategies to

help address these challenges.

There is no one solution to these challenges, and

promoting transparency and open dialogue can be

impactful ways to mitigate challenges longer term.

This requires practice however because not everyone

is comfortable sitting in conflict, or confronting

conflict. Look for opportunities to practice

individually, as well as collectively as a group.

Additionally having a co-facilitator or colleague to

strategize with can be really impactful to support

skill-building around navigating challenges.

Facilitators are often tasked with addressing

interpersonal conflict in these spaces, including

addressing oppressive comments and actions by

different members. More resources on this can be

found on SATF's website: www.oregonsatf.org.


1. USE GROUP AGREEMENTS AND SHARED GOALS

TO REMIND AND RECENTER THE GROUP WHEN

NECESSARY

2. BUILD RELATIONSHIPS WITH PARTICIPANTS AS

MUCH AS POSSIBLE


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67

SETTING BOUNDARIES: We all have a different level of skill when it comes to

understanding our own boundaries and the boundaries of others. If someone on your

team is asking too much of you or the other participants, setting boundaries is important.

Be clear with expectations for what each person will bring to the next meeting.

If someone is trying to take your time outside of the meeting schedule, suggest that

their question/concern be added to the next meeting agenda where it can be

addressed by the group.

Model the type of interactions you expect so that others may see and absorb your

healthy boundaries.

NO-SHOWS: It is so tough when folks who agree to be part of a group or committee are

unable to prioritize their own attendance.

Set clear expectations from the beginning - do your ground rules include addressing

chronic no-show participants?

Gentle reminders of what the participants committed to do, including attending the

meetings, will remind everyone without singling out an individual.

If the problem persists, invite a one-on-one appointment with this participant to

better understand what is getting in the way of their attendance (Do they have

too much on their plate? Is there something about the group that is making them

uncomfortable? Did they lose the calendar invitation?). Be careful to approach this

meeting with an open mind and the intention to understand the situation.

LACK OF PARTICIPATION: This may be similar to committee members not showing up

or there could be something else in the way of participation.

Do individuals agree or “sign up” to accomplish particular tasks? After asking for

volunteers, try suggesting anyone who has not “signed up” join one of the tasks

listed.

Check in with this person one-on-one to make sure they feel comfortable to

participate.

68 Oregon SATF


POWER DYNAMICS IN THE GROUP: Having a supervisor or supervisee in the room

might impact how folks interact. Similarly having a former co-worker in the room or

folks with a history of conflict may cause tension.

Staying focused on the agreed upon goal(s) will help folks stay present and on topic.

Provide a variety of ways to engage (discussed on page 53) so that folks can

comfortably contribute their ideas regardless of who else is in the room.

Remember - and remind your committee: everyone has a role to play in preventing

violence. It is because of their different roles, not in spite of them, that each person

was invited to the table.

,

RUNNING OFF TOPIC OR WRONG TOPIC CONVERSATIONS: Sometimes there

are current events, or other things, in the community that drive attention away from

the topic at hand or goals of the group.

Do the ground rules include a mechanism to gently guide folks back to relevant

conversation?

(As suggested on page 50) Including the main goal(s) of the group on each agenda

may help center the focus at the beginning of each meeting.

If the off-topic issue seems important or particularly distracting, invite those

involved to find a later time to chat about that important issue.

MONOPOLIZING THE DISCUSSION/ENSURING ALL VOICES ARE HEARD:

Sometimes there are participants that take up a lot of verbal and/or physical space,

which means not everyone can contribute and/or fewer folks are dictating the work of

the group.

Talking one-on-one might help you both better understand the situation and help

the issue moving forward. Start by thanking them for their enthusiasm and

participation; then ask them to help you make others more comfortable to share. If

you come up with a communication plan together all parties are more likely to be

able to move forward positively.

Revisit group guidelines as a reminder to the whole group.

Change the facilitation strategy as needed (ex: move towards a round-robin style or

small group discussions) to help ensure more voices are heard.


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PROBLEMATIC COMMENTS/ATTITUDES: Giving people the benefit of the doubt,

sometimes a problematic comment demonstrates that someone does not have a strong

understanding of the topic on which they are speaking. Other times folks may be

confusing their personal opinion about a topic with objective facts. Regardless of the

reasons, this can make group meetings uncomfortable and difficult to engage in.

If comments being made are truly antithetical to the mission and values of your

organization (or collaborative) then this might be a matter to discuss with leadership.

Resetting the group to focus on the goals at hand can be helpful in interrupting

problematic behavior.

When someone says something problematic try asking the group if anyone has a

comment or counter-argument. This will give an opportunity for others to present

their points of view, which will hopefully be more in line with group expectations.

If the problem persists try meeting with the person individually to

better understand their perspective and to share yours, as the facilitator. Try to come

to an agreement about the way topics will be discussed in your group.

HANDLING TERRITORY AND EGOS: Similar to the challenge of power dynamics, cross

discipline groups can also stumble over feelings of ownership about an issue or resources

as well as individual personality conflicts driven by ego.

When issues of ownership come up, it may be useful to remind folks that the

purpose of the collaborative is foro everyone to work together towards shared goals,

this means folks finding their roles, where they can step up, and where they can step

back. One size cannot fit all. If challenges persist, having some one-on-one

conversations may be beneficial.

, COMPETING GOALS: In addition to having overlapping and/or shared goals, participants

may have competing goals and/or contradicting goals at times.

Reminding participants about those shared goals can be helpful, as well as

recognizing why people's approaches may diverge sometimes and making space to

discuss how these competing goals may help or hinder the shared goals can be

meaningful to effective collaboration.

70 Oregon SATF



RESOURCE SPOTLIGHT: SATF's EXPLORING PREVENTION AUDIO

LIBRARY (EPAL) SERIES 1 - NAVIGATING FACILITATION AND

COLLABORATION CHALLENGES IN PREVENTION

In this first of three series of podcast-like audio recordings, SATF staff responds to challenges

preventionists across Oregon experience in implementing, facilitating, and partnering on prevention.

These challenges were identified by participants at SATF’s annual Comprehensive Prevention Training.

EPAL recordings are available on SATF's website under 'Prevention Resources.'


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71

PROGRESS CHECKPOINT: ADDRESSING ROOT CAUSES

A foundational component of preventing violence and

abuse, addressing health disparities, and promoting a

healthier and safer community for all people, means

addressing the root causes. Oppression (including racism,

transphobia, adultism/ageism, ableism, sexism/cisexism,

etc.) is the root cause of violence and disparities in our

communities. These can easily be reinforced in our

collaborative work if we are not intentional about

addressing root causes from the start and throughout our

process. These questions can help us start thinking about

how we can better address the root causes individually,

organizationally, collaboratively, and in our communities.

REFLECTION QUESTIONS

What are some examples of oppression throughout Oregon’s history that stand out to you?

What are at least two examples of things you could do to incorporate anti-oppression, social justice, and

racial justice lenses into your current work?

What are examples of bias that stand out to you, and what is at least one thing you can do to help address

these?

What changes need to occur within your work, organization, and/or collaborative to make your space and

your staff more inclusive of all identities? If you don't know, where can you start learning more about this?

72 Oregon SATF


IMPLEMENTATION GUIDE

In earlier sections of this toolkit, we looked at several facilitation strategies, explored how diverse

work connects, and how collaboration is critical to healthier and safer communities. This section

works best when people have also reviewed these other sections. In this part of the toolkit, we

explore some tangible strategies for implementing Communities of Prevention Collaboratives and

conducting an Action Planning Process within the collaborative.


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STRUCTURING MEETINGS

Effective meetings (and effective collaborations) often have several different components. They're not exclusively

focused on creating products or working towards outcomes. The process to get to these outcomes is really

important, and can really impact the amount of time needed to do the work in ways that are meaningful for each

community. Some things to consider include:

INTRODUCTIONS

RELATIONSHIP BUILDING

LEARNING ABOUT EVERYONE'S WORK

IDEA DEVELOPMENT

COLLABORATIVE WORK

UPDATES

CONNECTING

ACTION ITEMS

PLANNING FOR NEXT MEETING

{meeting example} SATF's Prevention and Education Subcommittee (PEC) starts with an introduction to racial justice filters

which we use throughout the meeting; a series of questions that PEC members developed to help center racial justice in all of our

conversations. This is followed by group introductions/updates. We then look at the minutes from previous meetings, followed by

whatever substantive conversations we want to have that meeting. These conversations are often broken up into small group

discussions so we can help ensure everyone has multiple ways to engage in the meeting. This has also served the purpose of

helping folks get to know one another better, so we can explore conversations about oppression and white supremacy culture in

more thoughtful and meaningful ways. We come back together and debrief. This is followed by updates on PEC, and other SATF

business. And we conclude on any membership business we need to do.

When scheduling meetings, try to be cognizant of diverse scheduling needs (ex. do not just look at traditional

Christian holidays - think about holidays like Yom Kippur and the month of Ramadan when scheduling). This means

intentionally seeking out more inclusive calendars. You can always check future meeting schedules with participants

during a meeting. Additionally, make sure that the location of meetings is not commmonly or traditionally perceived

as exclusive or representative of certain groups.

RESOURCE SPOTLIGHT: RACIAL JUSTICE FILTERS

This toolkit offers descriptions of each of the additional ten elements along with tools and resources.

The toolkit is designed to help facilitate thinking in terms of collective impact and to foster critical

thinking about how and why the ten elements can be beneficial to achieving effective collaborative

relationships and Collective Impact.

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SAMPLE MEETING AGENDA

Thinking about the meeting components listed on the previous page, along with the various engagement strategies

in the facilitation section, the below agenda is just a sample to help us think about the different ways we may want to

structure collaborative meetings.

COLLIE COMMUNITY COLLABORATIVE - MEETING

Introductions | Name, Pronouns, Organization, Role, Check-in Question (15 min)

* It is always valuable to start with introductions, even if the meeting is made up of people who all know

each other. Introductions help people refocus on the meeting, and do necessary groundwork.

* Asking people to share their pronouns can help create a more inclusive space and build a collaborative that

is reflective of diverse stakeholders working to make communities healthier and safer for all people.

* Utilizing check-in questions and icebreakers can help participants get to know each other better and help

center folks on the efforts of the collaborative, and get used to participating in the space.

Relationship Building/Updates | Personal, Professional, Collaborative (35 min)

* Learning more about the people at the table can make conversations about partnership and collaboration

more meaningful and impactful.

* Opportunities to discuss current events (impacting our work and otherwise), our well-being and

sustainability in these movements, etc. can help ensure the group is able to address things in a timely

manner and stay attuned to of changes in the community.

Committee Work | Work-plan and Check-in on Status/Projects (50 min)

* Checking in on the status of projects in the collaborative, including updates on any action items from

previous meetings, is vital for sustaining the work and momentum.

* By completing an action planning process, the collaborative could use this time to walk through the action

planning steps or continue moving forward on the items identified in the resulting work plan.

Closing | Action Items, Next Meeting Planning, and Check-out Question (20 min)

* Group agreement on any action items can be really helpful to keep the work moving forward between

meetings, whether these steps are tangibles, personal brainstorms/research, or relationship building.

* Utilizing a check-out question, even something as simple as 'what is sticking with you from this meeting

today?', can help evaluate the meeting and where group members are at. Check-out questions can also be

used to help promote the collaboratives shared values and skills by asking questions related to the vision(s)

and mission(s) of the group. Check-out questions can also help people think about how to connect the

collaborative's work with their work in the broader community.


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ADDITIONAL AGENDA CONSIDERATIONS

WHAT TO EXPECT

Helping participants know what to expect when they attend a collaborative meeting can reduce confusion, supoort

participation, and foster retention of attendees. Some things to consider include:

Give participants important information about directions, parking, and any check-in procedures if

in-person, or log-in info, call-in or camera expectations, etc. if the meeting is virtual. This can help

participants feel welcome and arrive on time.

It is also important to give participants information about accessibility considerations, including any

additional directions for accessing a building and meeting room, availability of lactation spaces, and

availability of all-gender and/or gender-neutral bathrooms.

Send meeting agendas and other necessary materials ahead of time (at least a week if possible). This gives

participants an opportunity to be better prepared and take the time they need to engage with the material.

Let participants know what kind of set up, organization, and structure to expect at a meeting, from the

agenda to the structure of the meeting, space, and collaborative.

{meeting example} SATF's Men’s Engagement Subcommittee (MEC), begins with an introduction to the committee including a

reading of the group guidelines, followed by group introductions, using a check-in question and updates. Then we discuss updates

on MEC projects, followed by a larger discussion. We try to balance and switch between round-robin style and popcorn style

facilitation to allow folks to engage in different ways at their comfort level, and make sure that everyone has opportunities to speak

(and not one or two folks are taking up all the space). Sometimes we break up into small groups to work on specific components

of a project. Then we debrief, do any additional updates, and close with a check-out question. This is followed by any membership

business we need to do.

COLLABORATIVE MISSION/VISION

Once a collaborative has a shared mission and/or vision, it can be helpful to put it on the agenda to remind

participants what the group collectively decided to work towards. It can ground each meeting with 'why we are here'

as well as 'how our work connects.' This also serves as a placeholder on the agenda to continue to revisit the vision

and mission intermittently to ensure they are still reflective of the group and the work.

GROUP GUIDELINES, MEETING CALENDAR, PARKING LOT

You may also want to include any agreed upon group guidelines to easily reference at the beginning of meetings or

throughout meetings as necessary. This also helps inform participants of the meeting expectations so they can be

more prepared. Including a meeting calendar on the agenda can help participants prepare for the next or upcoming

meetings (whether they're scheduled on the same day at the same time each month, or the meetings change

regularly). This can help participants prioritize meetings on their calendars. Having a parking lot on the agenda can

help the collaborative make sure to circle back to conversations at future meetings. This also ensures that important

conversations do not get lost over time.

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COLLABORATIVE

MEETING GUIDE

THIS SECTION INCLUDES A 12 MONTH

MEETING GUIDE TO HELP FACILITATE AN

ACTION PLANNING PROCESS WITHIN A

MULTIDISCIPLINARY, MULTI-SECTOR

COMMUNITY COLLABORATIVE.

Even as a trained facilitator, it can be

challenging to know where to go next with

a group, or how to move people closer to a

shared vision. That is why we have included a

12 month meeting guide for collaboratives to

utilize to complete an action planning process.

These include sample meeting prompts,

agendas, and tools. These are built around a

monthly, 2-hour meeting schedule. The

sample meetings could be implemented as is,

or can be adapted to meet the needs of each

group using them.

Community collaborations are based on the

communities they are working within, and

all meetings should reflect these

communities' needs, wants, and desires.


1. BE FLEXIBLE WITH TIMELINES, AGENDAS,

AND STRATEGIES

2. PROVIDE OVERVIEWS OF WHERE THE

GROUP HAS BEEN, WHERE THEY ARE, AND

WHERE THEY ARE GOING, WHEN NECESSARY


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MEETING # 1


In a round-robin format, ask participants to share their names, pronouns, organizations, roles, and how and where they got their

names. *This can help everyone learn names and also help people feel rooted in history and connection.

Relationship Building | Personal/Professional (25 min)

Begin by asking people to share why they want to be at the table, why they want to collaborate, why they showed up. Ask if

there is someone willing to start - then facilitate in a round robin format from that person. *Make sure that someone is taking

notes because people's answers to this may be helpful in future visioning activities.

Next, present the broad phrase 'Safer and Healthier Communities for All People' and ask people to take a few minutes to jot

down some initial thoughts about what this means to them. Let them know that when they are finished, we're going to take a

quick break. When we come back at a certain time (be clear on what time you want people to reconvene) we are going to discuss

what the phrase means.

*Break | (5 min) Take a quick break for participants to take care of themselves

Debrief | The Meaning(s) of Safer and Healthier (35 min)

At the identified return time, begin by asking people how it felt to brainstorm the phrase 'Safer and Healthier Communities for

All People.' What came up for them? If participants are not engaging, you can ask if there is someone who would like to share

first, and/or you could switch the question to what were some of the things they jotted down. *Do not be overly concerned

about sitting in quiet while people decide to share. Like before, make sure that someone is taking notes, as this information can

be helpful for future conversations. After people have had a chance to share, ask people who is not represented in the answers

they shared? Who may be harmed by these definitions of healthier and safer? Who may be harmed by being left out of the

defining of these terms?

Structure| Creating a Meaningful Community Collaborative (30 min)

Thinking about what we identified for safer and healthier communities, we want to think about how we can create a community

collaborative that is modeled after these values. In the coming meetings we will discuss more about what we are working

towards and how we can best work together. Before we discuss those pieces, we want to think about the structure of this

group. This includes thinking about roles, leadership, decision making strategies, and organizational functions.

Ask people to think about the groups that they are already involved in. Then ask them to turn to the person next

to them and discuss - what works well in those groups, what doesn't work well? Give them 5-10 minutes to discuss

in their pairs, then ask them to share out loud some of the key themes they discussed.

Next Steps | Action items and Check-Out Question (10 min)

Share with participants that at the next meeting you are going to discuss more in depth how to structure the collaborative.

Wrap up by doing a round-robin and asking people to share one thing that they are looking forward to in this group.

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PREPPING BETWEEN MEETINGS

When first beginning a community collaborative, someone will likely have to take on much of the organizational work

until there is a structure identified and leadership selected. This will require someone or some people to help

facilitate intitial meetings and to coordinate materials outside of the meetings. This includes organizing agendas,

compiling notes, sending materials prior to meetings, organizing venues/technology, etc. Some examples of this

between-meeting prep-work may include:

{Before Meeting 2} Before the second meeting, if you are following these sample agendas, it would be helpful if you or

someone could review the notes from the Meaningful Collaboratives conversation and compare them to the collaboration models

section of this toolkit beginning on page 32. This can help focus the conversation for meeting #2.

{dedicated capacity} Having people with dedicated capacity to organize the group, send necessary emails, and set up logistics,

whether a chair/co-chair, member, or organizational staff assigned to the collaborative, can contribute substantially to group

success. Additionally, if organizations are able to dedicate staff time/funding capacity to the collaborative, the partnership is more

likely to be successful and sustained longer term.

MEETING # 2


Welcome everyone back. In a round-robin format, ask participants to share their names, pronouns, organizations, roles, and to

share one example of a book, movie, tv show, podcast, etc. they are consuming right now and what they like about it.

Recap and Updates | Previous Meeting and Participant Updates (15 min)

Take a moment to recap what happened at the last meeting. Then ask participants to add anything they remember and share

what stuck with them from the last meeting. If you took notes at the last meeting, share these so everyone has the same info.


Ask participants to take 15 minutes to break into small groups of approximately 3 people. Ask them to then

reintroduce themselves, followed by discussing/answering the following questions in any way that they want: Who

are you? What do you do? What do you love? How does the idea of a healthier and safer community resonate with

your work? When people come back together, ask folks to share out what some key themes are from their discussions?

* If you are on a virtual platform that doesn't allow for breakout rooms, you can do this activity as a whole group (with more time

allotted to it) or you can ask participants to call each other for a certain amount of time, then come back together.



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ADDITIONAL STRATEGIES FOR SUCCESSFUL MEETINGS

PRONOUNS

Asking participants to share pronouns is a meaningful way to help create inclusive environments for all people in

a community. This could be displayed on name tags, table tents, virtual meeting participant names, or just shared

verbally.

FLEXIBILITY

It can be helpful to go into each meeting with the understanding that the agenda is flexible and adaptable to the

needs of the group. It's ok if discussion items need to be rolled over, or left off of an agenda all together.

ADJUSTING TIME FOR SIZE

Depending on the size of a group, you may need to allocate more time to different discussions. You can accomodate

this by making the meetings a little bit longer (adding an extra 30 minutes for example) or carrying the meeting items

into the next meeting. This will likely make the action planning process longer, but it means that the process will be

done more meaningfully for the preople and groups represented.

Structure| Creating a Meaningful Community Collaborative (45 min)

Begin by recapping what you all discussed at the last meeting in terms of meaningful community

collaboration. If you (or someone) was able to compare the notes from the last meeting with the collaborative

model(s) information beginning on page 32 you can begin by talking about the overlaps, and asking people for

feedback. If you were not able to compare notes with the model(s) - you can do the comparison as a group. One

way to do this is to post flip chart paper around the room with the categories: Models, Roles, Organization, and Decision-

Making. Ask participants to number off from 1-4 and have them move to one of the four categories posted around the room.

Ask them to take their minutes from the last meeting with them, so they can compare thoughts from the group. Give each

group a couple of copies of the pages from the toolkit that correspond with their category. Ask them to take 15 minutes to

talk about what kind of overlaps they see between the feedback from the group and the toolkit. Ask them to take notes on the

flip chart paper, and let them know that they are going to share out what they discussed afterwards. Begin by asking people in

the decision making group to share what they discussed, and any conclusions they may have come to. If appropriate ask the

larger group what their thoughts were on the groups' discussion (and conclusions). If you are able to, ask the group to vote

on ideas about decision making. Continue this process with the other groups. Let folks know that these models, roles, etc. will

be revisited throughout the life of the collaborative. You just want to identify a place to start to see how it works, and how you

can start moving forward. As the group expands, and as the collaborative shifts focus, these models will likely need to adapt.

* If you are on a virtual platform that does not allow for breakout rooms, you can do this activity by using shared google slides or google docs for

people to brainstorm the categories on their own and take notes - then come back together and debrief.


Share with participants that you will start working on a visioning process at the next meeting. Wrap up by doing a

round-robin and asking people what went well, what do we want to change, and who is missing.

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MEETING # 3


Begin with introductions asking participants to share their names, pronouns, organizations, roles, and what food they cannot

live without. Whether the meeting is in-person or via a phone/video call, call on people (by order of arrival, placement in the

meeting, etc.) to answer in a round-robin format.


Share with participants that you want to spend some time getting to know each other better in order to improve the work of the

collaborative. Ask participants to answer the questions 'Who are you? What do you do? What do you love?' They can answer any

way they want - talking about hobbies, pets, food, work, whatever. Ask participants to go next based on whether or not they

'connect' with what someone has just shared.

* For example, if someone shares that they love knitting sweaters for their grandkids and cats - another person might want to share

that they are just learning how to knit. Then they will share their answers. The next person who goes will be someone who connects in

some way with what that person shares. People get to decide when they go. This goes on until everyone has responded.


You may want to ask people to wait to take a break until after you give the directions for the next activity. This will allow

people to come back from a break and jump right into the next agenda item.

Community Audit | Efforts, Policies, Resources, Issues, Stakeholders (40 min)

For this activity, ask participants to number off, 1 to 5. Hang flip chart paper around the room with one of

the following categories (1. efforts, 2.policies, 3.resources, 4.issues, and 5.stakeholders) listed on them.

Ask each group to reintroduce themselves in their small groups in any way that feels meaningful to them.

Then ask them to begin jotting down on their flip chart paper examples, in that category, of what is

present in their communities that is contributing to a healthier and safer community.

Also ask them to jot down any questions they have about what they don't know about that category on the flip chart paper. Tell

them they will have 5 minutes at each station, then the groups will rotate. After each group has had a chance to add to the list,

come back together and debrief what people noticed about the lists and who/what efforts may not be represented at the table

currently. Then discuss strategies to reach out to these potential partners. Find more on this starting on pages 58-64.

* If you are on a virtual platform that does not allow for breakout rooms, you can do this activity by using shared google slides or google docs for

people to brainstorm the categories on their own and take notes - then come back together and debrief.


Share with participants that a key part of the collaborative will be working towards a shared vision. In order to do that we want

to do some individual work before the next meeting to identify our own values around healthier and safer communities. We

will then use this to inform a collective vision for our collaborative work. Hand out the worksheet on the right. Ask if people are

willing to work on this and bring it to the next meeting. Wrap up by doing a round robin and asking people what they are looking

forward to most about this collaborative.


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MEETING WORKSHEET: VISIONING

An important part of our collaboration is being able to understand the ways our work connects, and how collaboration can

move all of our efforts further along in their goals. This means we want to create a shared vision for our communities and for

our work. In order to do that, we want to start with our individual values, beliefs, and ideas about our own and our collective

work. These questions can help us do that.

Q&A

Q

A

Q

A

What inspired you to do your work? What keeps you in

the work?

Your answer:

What does a healthier and safer community for all

people look like to you?

Your answer:

Q

What do equity and social justice mean to you? How do

you center these in your work?

A

Your answer:

Q

In addition to the work you do now, what is another

social justice movement/issue you are committed to?

A

Your answer:

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MEETING # 4


In a round-robin format, ask participants to share their names, pronouns, organizations, roles, and to share a tradition that is

meaningful to them and/or their communities.


Take a moment to recap what happened at the last meeting. Share any meeting notes or minutes that were taken from the

previous meeting. Then ask participants to add anything they remember and share what stuck with them from the last meeting.

Make sure to debrief any follow-up items identified in the discussion around engaging people who were not present at the table

at the first meeting.

Debrief | Visioning Worksheet (40 min)

Remind participants about the worksheet that people agreed to work on between meetings. Then ask participants

to partner with someone (preferably someone that they do not know as well) to discuss the worksheet questions.

Ask them to spend 15 minutes discussing their thoughts on the questions. After 15 minutes ask them to partner

up with another pair to discuss themes of their worksheets. Ask them to jot these themes down on a piece of

flipchart paper. After another 15 minutes, ask folks to come back together and share out what themes came

up in their discussions. These themes will help during the following visioning activity.

* If you are on a video platform that does not allow for breakout rooms, you can do this activity as a whole group (with more time

allotted to it), or you can ask participants to call each other for a certain amount of time, then come back together. Using a shared

document, like google sheets, and allotting a separate slide to each group can help you document the work of the different groups.


Vision Statements | Collaborative Visioning (30 min)

Hang the flip chart papers from the previous activity somewhere everyone can see them. Ask people to number

off to break into groups of 3 or 4. Using the themes the groups identified during the debrief activities, ask these

new small groups to create vision statements (on flip chart paper). These statements should concisely answer the

question: what do you hope your community could be like? Give groups approximately 5 minutes. After they are

finished, ask the groups to rotate and review the next group's vision statement. Using a different color marker,

ask the groups to add constructive feedback on the groups' vision statement, in particular if there are key shared themes

missing. Give each group 3 minutes at each vision statement, then rotate. Once they are back at their original vision statement,

give them a chance to refine their statement based on feedback from the other groups. Hang these updated vision statements

where everyone can see them. Ask the larger group to spend the next 10 minutes combining the vision statements so the key

ideas are represented.


Share with participants that you will pick up on the visioning at the next meeting. Wrap up by doing a round-robin and asking

people what is one thing that is resonating with them from the conversation today.


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WORKSHEET: ACTION PLANNING STEP 1 - CREATE A VISION STATEMENT

Below, you will find space to draft your collaborative’s vision

for the health and safety of your community going forward.

After this, you can create a mission statement that will help

guide you and the collaborative's work.

SOME QUESTIONS FOR YOUR TEAM:

* What would your community look like if violence was stopped

before it ever occurred?

* How will this be different from “business as usual”?

WHAT IS IT?

* Dreams for how things

could be or work

* How members of your

community are treated in

ideal conditions

*Use lessons we have

learned to date to inform

our next steps

ATTRIBUTES

Vision statements are:

* Positive and concise

* An easy-to-communicate

summary of how you

envision your

community going

forward

WHY DO IT AT ALL?

* More clearly articulate

your group’s purpose

*Draw people to common

work (preventing violence)

*Emphasize your

commitment to social change

What other reasons are

compelling for your group?

OUR VISION:

SAMPLE: “To live, work and learn in a community free from violence”

NEXT ACTION PLANNING STEP: DEVELOPING A MISSION STATEMENT

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MEETING # 5


In a round-robin format, ask participants to share their names, pronouns, organizations, roles, and what their goto karaoke song

is, or could be if they are not into karaoke?


Ask participants to break into small groups of approximately 3 people. Ask them to then reintroduce themselves,

followed by discussing/answering the following questions: What is something creative or fun you enjoy? What’s

coming up for you in your work right now? How are current events impacting your work right now? What is

sparking action/activism in you right now?

* If you are on a video platform that does not allow for breakout rooms, you can do this activity as a whole group (with more time

allotted to it) or you can ask participants to call each other for a certain amount of time, then come back together.


Take a moment to recap what happened at the last meeting and share the vision that the participants discussed. If you did not

finish the visioning process at the last meeting, take some time to work on it more here. Then ask participants to add anything

they remember and share what stuck with them from the last meeting.


Mission Statement | Identifying the How (45 min)

A vision statement tells us WHAT we are trying to accomplish and the mission tells us HOW we are going to get

there. Coming up with a mission statement for the collaborative is a meaningful step to center the group and

move the collaborative work forward. Post the shared vision statement (either on a wall, a shared slide, or the

agenda - somewhere everyone has access to it). Pass out paper to everyone, or ask people to complete an

anonymous poll if meeting online. Ask participants to jot down, anonymously, some ideas for how the group can

work together to accomplish their vision. Once everyone has contributed, ask them to snowball their annswers into the center

of the room. Redistribute the answers, and ask folks to share them out. Take notes on flip chart while people are sharing out.

Then ask people to identify some themes that they see. If meeting online, you can share the results of the poll so people can see

them all anonymously. Once you've identified themes, work together to compile the mission statement. Find more on mission

statements on pages 85-86.

* If you are on a video platform that does not allow for breakout rooms, you can do this activity by having people change their screen

names to anonymous and have them type ideas into the chat box OR use an anonymous survey platform and share the link.


Share with participants that you will pick up on the action planning at the next meeting. Wrap up by doing a round-robin and

asking people what is one thing that is resonating with them from the conversation today,


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ACTION PLANNING STEP 2: DEVELOP A MISSION STATEMENT

A mission statement describes what the team does (the essential “what”).

Your Community Prevention Collaborative mission statement will:

* Describe core functions of your group and project

* List programs and activities

* Explain your goals of violence and abuse prevention to others

* Attract stakeholders interested in prevention

* Be used to guide decisions about what is in/out of scope of team

* Describe your scope of influence—in your division, on campus, in your agency, etc.

SAMPLE MISSION STATEMENTS

The mission of Collie Collaborative is to:

{why} Promoting safe and healthy communities

{what} through collaborative planning, research-informed prevention initiatives,

support and advocacy.

The mission of Prevention Partners is to:

{why} eliminate intimate partner violence

{what} through the implementation of prevention strategies informed by best-practice and

available data (climate surveys, agency reports, etc.), including: advocacy for social

and systemic change, education initiatives for youth and adults, and

allocation of resources that prevent and respond to sexual violence in our town.

You can find Mission Statement development worksheets for participants on the following pages.

MISSION STATEMENT CRITERIA TO CONSIDER

1 2 3 4 5

CLEAR

CONCISE

OUTCOME

INCLUSIVE

LIMITING

What your

Usually

ORIENTED

Multiple

Specifically

team does and

one sentence

Goal of

approaches,

define the

why you do it

will do

the team

invite others

scope

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WORKSHEET: DEVELOP A MISSION STATEMENT

Below, you will find space to draft your collaborative’s

mission statement, in conjunction with your vision

statement from step 1 of the Action Planning process. Think

of this as combining two parts: Why are you wanting to

create change (what does that ideal environment look like?)

AND What are you going to do about it (your mission

statement). Developing these pieces will aide your team in

narrowing scope and being intentional with your efforts.

OUR VISION:

TEAM’S VISION STATEMENT (the “why”)

TEAM’S MISSION STATEMENT (the “what”)

NEXT ACTION PLANNING STEP: CONDUCTING A COWS ANALYSIS


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88 Oregon SATF


MEETING # 6


In a round-robin format, ask participants to share their names, pronouns, organizations, roles, and what is their favorite hidden

gem in their community - where do they love to spend time outside of their home?


Take a moment to recap what happened at the last meeting. Share (visually) the collaboratively developed vision (what we want

to accomplish) and mission (how we can work together towards that vision). Then ask participants to add anything they

remember and share what stuck with them from the last meeting. If there are new members at the meeting, you may want to

spend some additional time discussing why the collaborative started and ask folks to share why they show up. This can help

orient folks to the collaborative and prepare them for the COWS activity.

COWS | Independent Free Write (10 min)

Begin by highlighting that the next step in the process is looking at how best people around the table can

collaborate in order to achieve the vision that you created together. To get the collaborative closer to identifying

some valuable action items - you want to complete a COWS analysis. Hand out the COWS meeting worksheet and

ask people to take about 5-10 minutes to jot down some thoughts in response to the questions listed. Let them

know that you want them to think about the shared vision and mission that you all drafted together, and think

about the challenges, opportunities, weaknesses, and strengths that this group has in working towards that vision. Once they are

done, we will break into some small groups to discuss further. Find more on conducting a COWS analysis on pages 28 and 89.

* If you are meeting virtually, you may want to share the worksheet with people ahead of time to work on, or even share it with people at

the last meeting and ask them to work on it between meetings. If you do this, sending a reminder email before the meeting can be helpful

to make sure more folks actually complete it. You will also likely need to do the COWS Analysis together rather than in small groups.


COWS | Conducting a COWS Analysis (55 min)

Hang the flip chart paper around the room with one of the four categories on each of them (Challenges, Opportunites,

Weaknesses, and Strengths). Ask the group to number off from 1 to 4 - then move to the corresponding

category. Ask them to begin by reintroducing themselves answering the questions: who are you? What matters to

you? in any way that they want. Then ask them to discuss the category, and take notes on the flipchart. Let them

know that they will have about 15 minutes at the first station, then about 10 minutes at each of the others.


Bring people back together, and thank them for participating in the activity. Share with them that the next step of the COWS

process is called 'Flipping the COWS' where we use our strengths to maximize opportunites and address challenges. This will

help us narrow down our action plan. Wrap up by doing a round-robin check-out question: what is one strength that is

resonating with them from the conversation today?


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WORKSHEET: ACTION PLANNING STEP 3 - COWS

A COWS analysis is a process and a tool for figuring out what your strengths and challenges are as a team, and how you can

best leverage those strengths and minimize the risks posed by the challenges. This analysis can help the group begin to

narrow down what they need and can work on together to work towards their shared vision(s) and goals.

As you fill out this worksheet consider each of these five arenas: 1) Audiences (youth, etc.), 2) Evaluation, 3) Comprehensiveness,

4) Partnerships and Sustainability, and 5) Infrastructure (see your earlier resource audit!). Be expansive; do not limit yourself right now.

Think of individuals and organizations as well as the teams. You may want to put an asterisk next to the most important items on the chart.

CHALLENGES: What obstacles do we

face: As a team? Around collaboration? In

achieving our vision?

OPPORTUNITIES: What can we can build

on in our communities and collaborative (ie.

laws, demographics, current events, etc.)?

WEAKNESSES: What things (including

how we work together) do we not do well,

or could do better? What are our limitations

(staff, resources and prevention efforts)?

Where do we struggle?

STRENGTHS: What advantages does this

collaborative have to help create a healthier

and safer community for all people? What

unique or low-cost resource(s) can we draw

upon?

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MEETING # 7

* It can be helpful for the Flipping the COWS activity if you do some work ahead of the meeting to create a handout that includes the

content of the COWS analysis conducted at the last meeting. This can help everyone follow along and participate more meaningfully.

Introductions | Name, Pronouns, Org./Role, Check-in Question, Updates (20 min)

In a round-robin format, ask participants to share their names, pronouns, organizations, roles, and if they could pick one season

for it to always be - which season would it be and why? Additionally, as they have been meeting for a while now - ask them to

share any organizational/work updates that may be pertinent to the group (ex. 2 things about grants, programming, events, etc.)

Recap | Previous Meeting and Participant Updates (10 min)

Take a moment to recap what happened at the last meeting and ask someone to read the vision/mission that the participants

developed - to ground the group in the collaboration and purpose of the meeting. Then ask participants to add anything they

remember and share what stuck with them from the last meeting.

Flipping the COWS | Narrowing the Focus (30 min)

At the last meeting, the group focused on identifying challenges, opportunities, weaknesses, and strengths that

the group has that may help or hinder the groups' ability to accomplish the mission and work towards the shared

vision. If the group hasn't finished brainstorming these, take some time to continue that brainstorming now.

Depending on the size of the group, it may take 2 or more meetings to complete the COWS brainstorming with

one meeting focused on only one or two of the COWS. Once brainstorming the COWS is complete - focus on

Flipping the COWS. This step offers an opportunity to look at the items listed under the COWS to help understand how we can

best use our energy in working towards our shared vision. Start with Strengths and Opportunities - ask people to take around

3-5 minutes to look at the two lists and jot down some thoughts in the first box on the worksheet on their own - specifically

considering the question(s) listed in that box. You can then either debrief each box before moving on - or give people the 3-5

minute notice and ask them to move on to Strengths and Challenges, if they're ready, and so on. Let them know that after their

personal writing time, you're going to want them to share out some ideas during the debrief so they can be prepared to do so.

When you debrief, go box by box - start with a popcorn style facilitation and ask people to share out what they jotted down -

what stood out to them. If this is a particularly quiet group - you can ask each person to share out one thing they wrote down

per box. Ask people if they'd be willing to leave you their worksheets or send you some notes, so you can make sure to capture

everyone's ideas.


Flipping the C.O.W.S. | Narrowing the Focus Continued (40 min)

Continue the Flipping the COWS debrief. This may mean doing most of the free-write before break and conducting the debrief

after people return from break.


Share with participants that the next steps in the action planning process is developing tangible and actionable goals that you

can work on together moving forward. Wrap up by doing a round-robin and asking people what to share one thing that they've

learned about their communities through this process thus far.


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MEETING WORKSHEET: FLIPPING THE COWS

This next step in the action planning process will help us look at how we can maximize opportunities and strengths to

navigate weaknesses and challenges the group identified at the previous meeting. This will help identify strategies/activities

that the group can collaborate on to work towards a shared vision. *Find more on Flipping the COWS on the next page.

STRENGTHS + OPPORTUNITIES

How can the strengths listed by the group, help you collaboratively and collectively accomplish these opportunities?

STRENGTHS + CHALLENGES

How can the group use listed strengths to help navigate challenges to collaboration and implementation?

WEAKNESSES + OPPORTUNITIES

What opportunities will help you navigate or minimize the areas of difficulty that the group might have?

WEAKNESSES + CHALLENGES

How can you minimize weaknesses and avoid challenges? When you look at these two categories combined, what will the

group need to implement in order to avoid pitfalls related to both?

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ACTION PLANNING STEP 4: GENERATE A STRATEGY

One of the areas that creates stress for a team or practitioner during the action planning

process is generating a strategy that meets goals, is clear, and utilizes the information from

the COWS brainstorm activity. Here, we suggest flipping the order of the COWS analysis, and

using the following formulas to outline your new strategy for moving forward:

Strengths + Opportunities | Maxi/Maxi Strategies

* These strategies use strengths to maximize opportunities

* Look at your opportunities list: How can your strengths help you accomplish these

opportunities?

Strengths + Challenges | Maxi/Mini Strategies

* These strategies use strengths to minimize challenges to your initiatives

* Look at your strengths list: How can your team use your listed strengths to help

navigate challenges to your implementation and support of prevention initiatives?

Weaknesses + Opportunities | Mini/Maxi Strategies

* These strategies minimize weaknesses by taking advantage of opportunities

* Look at your weaknesses list: What opportunities will help you navigate or

minimize the areas of difficulty that your team might have?

Weaknesses + Challenges | Mini/Mini Strategies

* These strategies minimize weaknesses and avoid challenges

* When you look at these two categories combined, what will your team need to

implement in order to avoid pitfalls related to both?


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94 Oregon SATF


MEETING # 8

* It can be helpful for the goal setting activity if you make sure everyone has access to notes from the COWS and Flipping the COWS

conversation. This can help everyone follow along and participate more meaningfully.


In a round-robin format, ask participants to share their names, pronouns, organizations, roles, and what their favorite food is to

make. Additionally, as they have been meeting for a while now - ask them to share any organizational/work updates that may be

pertinent to the group (ex. 2 things about grants, programming, policies, events, etc.)




remember and share what stuck with them from the last meeting.

Goal Setting | Getting to Action (40 min)

For this activity, ask participants to number off, 1 to however many people are in the room. This will give

everyone a unique number. Hang flip chart paper around the room with one of the Flipping the COWS

categories (ex. Stengths and Opportunities) listed on them. Divide people evenly among the groups. For

example, if there are 16 people present, ask numbers 1-4 to go to flip-chart #1, 5-8 to flip chart #2, etc.

Ask each group to reintroduce themselves in their small groups by answering the following questions any

way they want: Who are you? What do you do? What do you want? Then ask them to look at the notes

from the Flipping the COWS conversation that align with their assigned category. Ask them what ideas from the notes are really

standing out to them and if there is anything that is missing. Direct them to take notes on their conversations on the flipchart

paper. Let them know that they will be rotating through the four sessions and will have 12 minutes at the first, 10 minutes at the

second station, 8 minutes at the third, and 5 minutes at the fourth to add anything to the lists that have already been started.

When the first 12 minutes are up, ask people who are 'odd numbered' to move one station counter-clockwise and people who

are 'even numbered' to move one station clockwise. Then ask them to start the process over again. Repeat this process for each

time increment. This allows people to switch up their groups, talk to lots of folks, and build more relationships.


Goal Setting | Debrief (35 min)

After break - have everyone reconvene. Begin by asking them how it felt to participate in that activity. Bring the flipchart paper to

the front of the room and begin by looking at one of the sheets. Ask groups to share out what they talked about at the station -

what are some key things that stood out to them. Then move on to the other categories.


Share with participants that at the next meeting the group is going to dive deeper into these themes and try to identify some

clear, tangible collaborative goals. Wrap up by doing a round-robin and asking people to share something that resonated with

them in their conversations.


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MEETING # 9

* It can be helpful for participants to have copies of the narrowed down list from the last meeting in order to follow along.


In a round-robin format, ask participants to share their names, pronouns, organizations, roles, and what their favorite color is

and why. Additionally - ask them to share any organizational/work updates that may be pertinent to the group (ex. up to 2 things

about grants, programming, policies, events, trainings, etc.)




remember and share what stuck with them from the last meeting. As the collaborative grows - you may want to make time at

meetings to revisit the mission/vision and ask if anyone has any changes/updates to them - especially as the group has

continued to dive deeper into the work and collaboration.

Gallery Walk| Narrowing Down Our Goals (20 min)

Picking up where the last meeting left off - hang the key themes up around the room. This will likely be somewhere between 5-15

items, but may be more or less. Ask people to partner up with someone that they may not know as well and walk around looking

at the key themes. Let them know that they can add any edits, comments, etc. to the items around the room. Give them 15-20

minutes to walk around and discuss each item. *You can find a worksheet for Meetings 9 and 10 activities on page 98.


Debrief| Clarification and Consensus Building (25 min)

Move all of the items hung around the room to a more visible spot for everyone sitting around the table. Take a couple minutes

to read off each one and discuss any notes that were taken on each one. You can do this by reading off the notes and ask

participants what they were thinking about when jotting down the notes, and/or to clarify anything that doesn't make sense to

everyone in the room.

Dotmacracy| Prioritizing Action Items (25 min)

Let the group know that together you're going to do some dotmacracy to help prioritize the items you've discussed.

Give every participant 3-5 votes (using dot stickers, markers, or pens) to designate their choices. Ask

them to consider feasibility (what of these items is actually feasible to accomplish now versus longer term),

importance (what has to be done), and priority (what feels like a priority). Tell them they can use their votes -

all on one item, or spread out however they want to. Give them 5 minutes or so to allocate their votes. Then

tally the votes and discuss the votes. Ask if the group wants to make any changes, etc.

* If you are meeting virtually, you can conduct the gallery walk using shared google slides for people to make notes on, and use the poll

feauture in a virtual meeting platform, or the same slides for folks to document their votes.


Share with participants that at the next meeting the group is going to clarify the goals more. Wrap up by doing a round-robin and

asking people to share about one of the items discussed today that they feel particularly motivated to work on.

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ACTION PLANNING STEP 5: WRITING STRATEGIC GOALS

Once you know what goals the group has, what outcomes you expect as a result of your

collaborative work, the group can start to define what success will look like. This means

rewriting our goals to be SMARTIE.

Specific:

provide the who and what

Measurable:

quantify the amount of change you expect to see

Agreed Upon:

Realistic:

Time-bound:

Inclusive:

Equity-Focused:

connect back to your mission/vision and is agreedupon

by your team and necessary stakeholders

can be accomplished given time-frame and

available resources

provide a time frame indicating when the goal will

be measured

bring in traditionally excluded people, groups, or

organizations

ensure that outcomes do not reinforce existing

inequities

SOME EXAMPLES OF SMARTIE GOALS INCLUDE:

*

By the year-one mark of the community collaborative, at least 90% of participants will identify, and at least 50% will

report starting to implement, meaningful changes to their work as a result of participation in the collaborative.

(Process Evaluation Measure)

*

*

*

During year two, 100 community-based practitioners will participate in at least 3 primary (upstream)

prevention workshops or campaigns. (Process)

By Spring 2022 the collaborative will add at least five new members from diverse stakeholder groups (Process)

By the end of year one, at least 40% of community stakeholders who could not identify one at the start, will report they

identify at least one way they can prevent violence and abuse in their communities. (Outcome Evaluation Measure)

*

Annually, 75% of participants will report an increased connection to cultural and community identity as a result of

participating in and contributing to the collaborative. (Outcome)

*

After five years, communities stakeholders will report at least a 50% increase in overall community health (as described

by the collaborative, for all people. ( Midterm Outcome)

*

By Dec. 2030, our communities will observe a 90% decrease in rates of violence and abuse. (Longterm Outcome)


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MEETING # 10


In a round-robin format, ask participants to share their names, pronouns, organizations, roles, and what music, artists, songs

they are listening to right now.


Ask participants to break into small groups of approximately 3 people. Ask them to then reintroduce themselves,

followed by answering the following questions in any way they want: What do you know about the Tribes in and

around the communities you live and work in? How are current events impacting you (your work/personally) right

now? What is sparking action/activism in you right now?



developed. Then ask participants to add anything they remember and share what stuck with them from the last meeting.

SMARTIE | Making our Goals Actionable (15 min)

Let participants know that today you are going to focus on the 3 top voted for items from the previous meeting - and work on

making them actionable. Walk through the definition of SMARTIE - and talk through the examples listed on the previous page.

Let them know that after a quick break the group will work on making at least their first three goals SMARTIE.


SMARTIE | Making our Goals Actionable (45 min)

For this activity, break folks into 3 groups of up to 5 people. If there are more people than that in attendance,

you may want to work on more goals, starting with the most voted for down to the least. Give each group one

of the goals discussed in the previous meeting and give them 20 minutes to work on making that goal SMARTIE.

After 20 minutes, ask the groups to rotate to the next goal and take 5 minutes to jot down any constructive

feedback they have on the edits. After 5 minutes, ask the groups to rotate one more time and give them 5 minutes to do the

same with the final (or next goal). After 5 minutes, ask participants to return to their original goal and take 5-7 minutes to review

the feedback and make any changes. Let them know that once the time is up - you want them to share the DRAFTED goal with

the rest of the group. Ask folks to consider if these SMARTIE goals meet the SMARTIE descriptions. Feel free to check in with folks

to see if they need more time at any point in this process. It is important to be flexible to ensure that everyone can participate.

*You can find a worksheet for Meetings 9 and 10 activities on page 98. * If you are meeting virtually, you might be able to use

breakout rooms and shared google slides to do this activity. If you don't have the option for break out rooms you could work on these

as a larger group - or if you have the capacity, you can assign people at the previous meeting to groups, they could meet outside of the

regular meeting, and bring their drafts back to the whole group to discuss all together here.





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ACTION PLANNING STEP 5: WRITING GOALS FOR YOUR ACTION PLAN

Below, you will write your team’s action plan for the next

60 days. You can copy this page and the following page to

create separate action plans for prevention and separate

evaluation plans, if needed. INSTRUCTIONS: List each

strategic goal being considered. Rate (reflect on) the

importance and feasibility of each possible organizational

change. Those changes of higher importance and higher

feasibility might be given a higher priority; those of higher

importance and lower feasibility might be given a somewhat

lower priority or longer time frame for completion.

Consider the goals with the highest priority scores for

inclusion in your Action Plan.

STRATEGIC GOAL

IMPORTANCE

1: Low

FEASIBILITY

1: Low

PRIORITY

1: Low

2: Medium

2: Medium

2: Medium

3: High

3: High

3: High

1.

2.

3.

4.

5.

6.

7.

Narrow list above to three (3) goals,

and re-write as SMARTIE goals below

1.

2.

3.

NEXT STEP: ACTION PLANNING CHART


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100 Oregon SATF


MEETING # 11


In a round-robin format, ask participants to share their names, pronouns, organizations, roles, and what is bringing them to

action/activism right now. Additionally, as they have been meeting for a while now - ask them to share any organizational/work

updates that may be pertinent to the group (ex. 2 things about grants, programming, policies, events, trainings, etc.)

Recap | Previous Meeting Recap (10 min)



The Action Plan | Putting it all Together (35 min)

Let participants know that today you are going to focus on the 3 top voted for SMARTIE goals from the previous meetings - and

identifying tangible action items for the group to accomplish these goals together as a collaborative. One way to do this is to

walk through each goal as a whole group and discuss what needs to be done to acheive that goal, what would help the group

and your communities accomplish that goal. Also ask them to consider - for each action item, how it helps move closer to the

goal and the overall vision/mission. You could do this overall activity by asking people to free write anonymously and snowball

these to the center of the room. Then pass these back out to the room and have folks read them aloud and discuss. You could

also do this activity in small groups with the same prompts - and ask each group to take notes on flip-chart paper or a shared

virtual document/slides. After a set amount of time - ask the groups if they are ready to rotate and discuss the next one - so

each group sees each of the three goals. Then debrief as a whole group.

It is important to consider who is already working towards some of these items, and if there are actionable items that

specifically affect the roles of some people - like local policy makers, or people who can do legislative advocacy, etc. This can

help folks focus the conversation, and help the group identify what they want to work on together. Often people may get hung

up on how these items will actually happen, which is why - once the group has formulated a list of things that can help the

collaborative accomplish these goals (and work towards the shared vision and mission) the group will start getting into specifics.


The Action Plan | Getting into the Details (40 min)

Now that the group has identified some action items - utilize the worksheet on the next page to parce out the details. Write the

overall goal, followed by the list of action items. Then start to discuss as a whole group the who, when, resources needed, and

communication needed to accomplish these pieces. Remind folks to consider where people are feeling passionate about

starting, and what may not be within the scope of the collaborative at this time. The group does not have to do everything at

once. This is just a starting list that the collaborative will revisit, update, and work on ongoing. This step may include designating

one or more people to coordinate each action item, it may include those who sign up for the action item meeting outside of the

main group, etc. Encourage folks to be creative here. Passion for the items will help folks maintain engagement in them.


Wrap up by doing a round-robin and asking people to share wha they are most excited to start working on together


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ACTION PLANNING STEP 6: DEVELOPING ACTION PLANS FOR YOUR GOALS

Below, you will find space to create action plans for each of

the collaborative's strategic SMARTIE goals, describing:

1) What will be done to bring about the change (action step)

2) Who will be accountable for completion

3) When it will be completed or its duration

4) Resources (funds, staff) needed

5) Communication: who needs to know what; whose

collaboration is required

GOAL: ACTION | WHO | WHEN | RESOURCES | COMMUNICATION

#1:

#2

#3

NEXT STEP: BUILDING CONSENSUS

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CHECKPOINT: YOUR COLLABORATIVE'S ACTION PLAN AS A LOGIC MODEL

COLLABORATIVE'S VISION/MISSION STATEMENT(S):

STRATEGIC GOALS: ACTIVITIES: DETAILS: SHORT-TERM OUTCOMES:

1.

2.

3.


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ACTION PLANNING: LOGIC MODELS

Tools like Logic Models can help people stay grounded in what they are working on and why.

The template on the left is a very simple logic model that could be completed to help guide

the work of the group moving forward. Logic Models help us connect our goals, our action

items (or activities), and the details and logistics, with what we're hoping to accomplish and

how these items are getting us closer to those ideas. Consider the below items as you fill out

this Logic Model.

STRATEGIC GOALS:

ACTIVITIES:

* What are your overall collaborative

goals?

* Start by writing in the 3 SMARTIE

goals from STEP 5 that the group

prioritized.

* What specific activities are you

implementing to meet your goals?

* List the activities the group came up

with in STEP 6 next to the appropriate

goals.

* What are the details of your

activities?

* Write in the details for each activity

(who, when, resources, and

communication, etc.) identified in

STEP 6.

* What will happen short term as a

result of each activity (within 6

months) on the group/communities?

* Think back to the conversation about

how the activities help move closer

to goals and overall vision/mission.

DETAILS:

SHORT-TERM OUTCOMES:

LONG-TERM IMPACTS:

Additionally, it can be beneficial to consider how each activity is moving us towards healthier and safer communities for all

people. What do you expect will happen as a result of these activities in the long-term (5-10 years out)? What are these

activities building towards and adding up to?

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MEETING # 12


In a round-robin format, ask participants to share their names, pronouns, organizations, roles, and how do they express

gratitude. Additionally, as they have been meeting for a while now - ask them to share any organizational/work updates that

may be pertinent to the group (ex. 2 things about grants, programming, policies, events, trainings, etc.)

Recap | Previous Meeting Recap (10 min)



The Action Plan | Putting it all Together (35 min)

Let participants know that today you are going to focus on the 3 top voted for SMARTIE goals from the previous meetings - and

identifying tangible action items for the group to accomplish these goals together as a collaborative. One way to do this is to

walk through each goal as a whole group and discuss what needs to be done to acheive that goal, what would help the group

and your communities accomplish that goal. Also ask them to consider - for each action item, how it helps move closer to the

goal and the overall vision/mission. You could do this overall activity by asking people to free write anonymously and snowball

these to the center of the room. Then pass these back out to the room and have folks read them aloud and discuss. You could

also do this activity in small groups with the same prompts - and ask each group to take notes on flip-chart paper or a shared

virtualdocument/slides. After a set amount of time - ask the groups if they're ready to rotate and discuss the next one - so each

group sees each of the three goals. Then debrief as a whole group.

It is important to consider who is already working towards some of these items, and if there are actionable items that

specifically affect the roles of some people - like local policy makers, or people who can do legislative advocacy, etc. This can

help folks focus the conversation, and help the group identify what they want to work on together. Often people may get hung

up on how these items will actually happen, which is why - once the group has formulated a list of things that can help the

collaborative accomplish these goals (and work towards the shared vision and mission, the group will start getting into specifics.


The Action Plan | Getting into the Details (40 min)

Now that the group has identified some action items - utilize the worksheet on the next page to parce out the details. Write the

overall goal, followed by the list of action items. Then start to discuss as a whole group the who, when, resources needed, and

communication needed to accomplish these pieces. Remind folks to consider where people are feeling passionate about

starting, and what may not be within the scope of the collaborative at this time. The group doesn't have to do everything at

once. This is just a starting list that the collaborative will revisit, update, and work on ongoing. This step may include designating

one or more people to coordinate each action item, it may include those who sign up for the action item meeting outside of the

main group, etc. Encourage folks to be creative here. Passion for the items will help folks maintain engagement in them.






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ACTION PLANNING STEP 7: BUILDING CONSENSUS

PROGRESS CHECKPOINT: COMMUNITY STAKEHOLDERS & MOVING FORWARD

Congratulations! You have reached the last step of the current goals and action planning process. Make sure to

preliminary action planning process: revisiting your list include who is responsible for making contact/inviting

of partners, stakeholders and people who can assist your those who are significant to your project to join, when they

project, and prioritizing who is most important to your will reach out to them by and by what means (email, etc.).

Who is the most significant to include in further developing

and implementing our action plan?

How will we engage stakeholders from the list

above to assist in our action plan?

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PROGRESS CHECKPOINT: MEASURE AND EVALUATE

Identifying achievable short term goals and indicators of

success within the collaborative is a valuable step towards

sustaining meaningful collaboration and making sure the

work is not causing harm in communities. It can often feel

difficult to dedicate resources to evaluation, especially when

already limited in capacity. Ideally evaluation is planned for

before beginning implementation. These questions can help

the group begin thinking about how to evaluate their work.

What questions do you have about the effectiveness of your efforts that you hope to answer through

evaluation? What do you want to know about the impact of the collaborative's work?

What are some short-term (within the first six months) impacts of the collaborative you anticipate seeing?

What are some mid-term (within the first two years) impacts of the collaborative you anticipate seeing?

What longer-term (after 5-10 years) impacts of the collaborative do you anticipate seeing (whether the

collaborative continues throughout that time or not)?


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SUSTAINABILITY

Sustaining our prevention efforts is a critical component of a successful program.

Sustainability ensures that our efforts are more likely to have the impacts we are hoping for.

In this section we will explore strategies to sustain collaborative work beyond one year.


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WHAT NEXT? SUSTAINING THE WORK OF THE COLLABORATIVE.

There are often times within any sort of collaboration that it may feel hard to sustain momentum, decide where to go next, and

determine how to move forward. These are opportunities to refocus on the work the group has already done together, spend

time revisiting visions for the group, community, and future, and focusing on next steps with implementation. If the collaborative

has completed any of the activities outlined within this toolkit, questions about where to go next may be easier to answer. If the

collaborative has completed the entire twelve month action planning process outlined in the implementation guide, you are even

better positioned to implement the work and continue making the group's efforts better for the communities you are working

with and within. If the collaborative skipped some of these steps, or hasn't yet focused on some of the structures, models, and

approaches to collaboration, these may be good places to circle back to in order to promote more sustainability, direction, and

buy-in. Below are just some tangible next steps the collaborative can take in order to sustain meaningful partnership.

IMPLEMENT THE ACTION PLAN: If the group has completed an action-planning process, like the one

outlined in the implementation guide section of this toolkit, try to focus on implementing the action plan. What

are the goals and activities the group identified through this process? Carve out time in collaborative meetings to

actually implement the action plan - not just check-in on the status of the activities. This can be done by

making time in the agenda for folks who are working on certain activities to spend some time in small groups

working together on the activities and action-items. After giving folks time to work together, ask them to share

out what they're working on, how far along they are, and what they need from the broader group. This time to

work together is especially important if people are volunteering their time.

REVISIT THE VISION AND MISSION: So often in early collaborations, participants come to a shared

vision and mission that they could work towards together, but then forget to revisit these as they move

forward to make sure their work is aligned with these ideas AND that their vision and mission still reflects the

groups values. Revisiting these is especially important as the collaborative becomes more inclusive of diverse

community stakeholders. Something that was included early on, may not be expansive enough to represent

the interests, values, and approaches of the group. Make sure that there is time factored into meeting

agendas regularly (at least annually) to check in on the vision and mission of the group, and to discuss any

changes, the ways the work is aligning, and/or whether these encompass work that isn't represented in the

collaborative currently. This could be done by hanging flip chart paper around the room with these discussion

topics on them, and ask folks to privately jot down some notes about these on the papers. Then debrief all

together. This could also include an anonymous survey, and/or breakout rooms if meeting virtually.

RE-EVALUATE COLLABORATIVE STRUCTURE: It is best practice to revisit the dynamics, structures,

and practices of any group or organization regularly. This way the group can identify what is or is not working

and adjust accordingly. This also allows the group to intentionally work towards broadening the membership

of the group to ensure the collaboratives efforts are meeting the needs of as many people in the geographic

community as possible. If it has been at least a year since the group discussed the structure, decision-making

practices, etc. within the group - make some time at the next meeting(s) to discuss what is working well, what

is not working, and what could be improved. You may want to offer anonymous feedback opportunities for this

conversation, like a snowball activity to make sure that people can contribute honest feedback. For more ideas,

refer to the Facilitation Strategies section of this toolkit beginning on page 48.

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CONDUCT AN ISSUE SPECIFIC AND/OR UPDATED COLLABORATIVE COWS ANALYSIS:

The COWS Analysis (included in the strategic planning process outlined in the Implementation Guide section of

this toolkit) is a useful tool to be utilized beyond just strategic planning. It can be used to develop strategies tied

to a specific issue. If the group is trying to figure out how to better align different social issues in your

communities and/or address a broader issue like promoting community mental, spiritual, physical, sexual, and/

or economic health - a COWS analysis can help the group narrow down where to start. Begin with a

\question, (e.g. how do our communities' better align suicide prevention, children and family services, and

LGBQ+ and Trans* services in our community to reduce rates of violence and abuse?). Use the question the

group has (about an issue or goal) to start discussing the challenges, opportunities, weaknesses, and strengths

present in the community to meaningfully finding solutions. By completing a COWS analysis, the group can

narrow down some actionable items that they can work on together.

ROTATE LEADERSHIP: By rotating the leadership of a collaborative, the group is able to be led by

different voices and different visions. This can be particularly helpful when it feels like new energy needs to

be infused throughout the group. Sometimes a group can feel stuck, not because a leader is bad, but because

they need some new ideas, different voices, and varied leadership styles to sustain engagement. This is an

added benefit of building in some term limits for leaders.

CONTINUE TO RELATIONSHIP BUILD: After a group has been running for a while, it can feel easy to

fall into patterns of 'business as usual' and just focusing on the business at hand. Remember collaboratives, and

communities, work best when people are able to be in relationship with one another. Ensuring that meetings

and collaborative efforts continue to incorporate relationship building with one another can be helpful for

ensuring commitment to the group and willingness to dedicate time and energy to the collaborative work.

REVISIT THE HISTORY: Even if people have been a part of a collaborative from the beginning, it can

sometimes be hard to remember where the group has been, and why they've ended up where they are.

Ensuring that the history is a part of ongoing conversations can help new folks feel involved in the work, and can

help everyone move conversations forward rather than circling around the same conversations over and over.

This means answering 'why and how we got here' as much as needed throughout meetings, as well as making

space in meetings to celebrate the progess of the group, celebrate how far you've come together. These

celebrations help folks focus on and believe in the possibilities of the collaborative moving forward.

PROCESS EVALUATION DATA: In step five of the strategic planning process, the collaborative came

up with SMARTIE goals for their shared work. These goals are specific, measurable, agreed-upon, realistic,

time-bound, inclusive, and equity focused. This means that the collaborative can evaluate the progress on

and outcomes of these goals. This information is immensely valuable for helping the collaborative ensure

they are working in the right directions and having the impacts that they want. By creating a either

community survey to share with stakeholders and community members or an internal survey to share with

members, or conducting listening sessions or focus groups, or processing snowballs and other collaborative

member input - the group can improve their shared work AND identify meaningful adjustments and

directions for the future. Processing this data as a group, anonymously if needed, can help ensure that no

voices are overlooked.


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SHARE EVALUATION DATA WITH YOUR COMMUNITIES: Being able to show effectiveness of the

collaborative can be vital to community buy-in and sustainability. It is also often required for some some

funding sources. Sharing evaluation results as well as lessons learned about programs, strategies, and the impact

on specific communities is an immensely useful way to contribute to prevention resources throughout your

communities, the state, and the nation. Program results can impact policy decisions, contribute to state and

nationwide evaluations on the collective impact of prevention efforts, and inform implementation plans on the

local level.

SEEK OUT FUNDING: Funding can help support participation by participants and extend the life of a

collaborative, although it is not necessary. Accessing funding for a collaborative can be challenging when the group

is not a stand alone nonprofit or other entity. That does not mean that members cannot receive funds to support

the collaborative, or that a member organization could not be a pass through entity for funds to support the efforts

and invest in the capacity of the diverse members. This may be a strategy the group wants to look into.

STRATEGIES TO CONTINUE THE COLLABORATIVE WORK BEYOND ONE-YEAR

Remember the stages of community readiness listed on page 37 from no awareness to a high level of

community ownership. Even if we are not implementing this model, it provides us with a framework to

understand where our communities are, and where we might need to go next. To sustain the

effects of collaborative prevention efforts on changing community norms and practices, continue to

cultivate community support and relationships within communities to better work from awareness to

action to ownership. These are some strategies that may help that work continue:

INTERNAL COLLABORATIVE STRATEGIES

- Use models like the spectrum of prevention and the nine principles of effective prevention which can

increase the sustainability of a collaborative and its primary prevention efforts. Additionally work to

remain updated on best practices, like using a trauma-informed approach to prevention.

- Consider opportunities to focus in on and/or prioritize activities that people do not recognize as

prevention, including addressing risk and protective factors that affect multiple ‘social problems.’ This

can help build more robust, multi-faceted, community-wide efforts.

- Evaluate, wordsmith, and call into question the language and grammar that is used in order to more

effectively impact and develop common language in communities.

- Circle back to concepts of Addressing Root Causes to maintain and improve upon social norms change.

Remember that people who feel like their communities are welcoming, inclusive, and prioritize social

justice will seek out opportunities to be more active in the community and will want to contribute. By

allocating more funds towards comprehensive prevention now, you will save money in the future.

- Model healthy consent culture, like asking before you do things such as moving on in a meeting,

assigning a task to someone, hugging, or using someone else’s coffee creamer. Look for positive norms

to replace the harmful norms.

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STRUCTURAL STRATEGIES

- Follow the lead of communities and learn from community members that have been identified

(formally and informally) as leaders or those that want to and can be leaders.

- Continue to be conscious and intentional about learning and incorporating this learning into the

work, which helps to not waste time on things that have been proven ineffective.

- Actively participate in your own, and the collaborative's, prevention efforts.

- Continue evaluation efforts and implement improvement loops to measure the long-term

effectiveness of your prevention program.

- Collect Community Climate data every few years to measure sustainable change and identify future

direction and focus.

- Continue to work through a collaborative logic model and work plan to map out measurements,

indicators of success, and how intermediate goals contribute to the collaboratives overall objectives.

- Look for opportunities to create and support program materials. Evidence-informed solutions

targeted to specific audiences may or may not work with some communities, and that’s okay. Plan to

explore many programs and local solutions as options.

- Participate in ongoing resource-sharing. Use the collaborative's shared visions as a way to open doors

for resource sharing or advocating for additional funding.

COMMUNITY-BASED STRATEGIES

- Join in statewide conversations to ensure that you are participating in statewide messaging around

violence and abuse prevention, and healthier and safer communities for all, to promote consistency

and broader collaboration.

- Know your communties' history. How does this contribute to a shared community vision and ideas

about what healthier and safer means to these communities? Although Oregon gives off the

impression of being a progressive safe haven, our state has a long-standing history of oppression

against many groups. Knowing this history brings voices to the experiences of others, and helps

begin to unpack oppression and how to move forward toward a socially just Oregon. Acknowledge that

everyone experiences health and safety differently. Be conversant with one another, and work

to recognize what is familiar, while honoring what you’re unfamiliar with.


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EQUITY AND ANTI-OPPRESSION: CRITICAL SUSTAINABILITY LENSES

Effective and inclusive efforts build, retain, and support a team that reflects the communities impacted by

the work. It is critical to focus on the opportunities for growth, efficacy, and justice as means to overcome

challenges and foster more impactful partnerships. Sometimes people do not want to hear about violence

and do not identify it as a problem. Sometimes people assert specific stereotypes over diverse cultures and

communities as a way to deny and ignore the root causes of violence. If your collaborative has not done this

already, we recommend adopting a social justice lens and approach to focus on promoting equity.

Anti-Oppression and social justice are key foundations of effective violence prevention. Addressing root

causes promotes sustainability by recognizing and addressing systems of oppression that support violence

and abuse and begins to work through those for the long-term health and equity of communities. Strategies

for addressing root causes include: looking at ways to remove harmful norms that might be imposed on

communities in order to lift up healthy norms and values, peeling away the layers of oppression and working

to remove barriers, and remaining cognizant of inclusivity and when to step out of the way of others.

Utilizing equity and anti-oppression lenses in our collaboratives means consistently looking at your practices. Are

the spaces where work is taking place physically and psychologically safe for the people who can come?

Including safe from historical and generational trauma? Is there a threat of being or continuing to be silenced?

How do you center the experiences, voices, and expertise of communities’ members in practice? It is critical that

all of us are cognizant of how oppression impacts our communities. This includes also understanding dynamics

of power and privilege. We all make mistakes, and for those new to anti-oppression work, those mistakes can feel

like you should give up the work, which in itself is an expression of privilege. Learning and growing from these

mistakes is what separates the true allies from the fair-weathered followers.

PROMOTING SUSTAINABILITY AND CARE

Beyond strategies to sustain the work and collaboration within a group, it is also

valuable to look to and prioritize community care as a means to sustain people.

Prevention work can be emotionally, physically, and intellectually taxing - which

makes all of us at risk for burnout, vicarious trauma, and compassion fatigue.

Building in mechanisms to promote community care can help mitigate these

issues and ensure that our most valuable resources, people, are also able to

participate in the goals of a healthy and safe community for all.

Community Care Strategies within a collaborative prioritize, center, and highlight community resources that

help sustain each of us in our work—and brainstorm ways to stay safe and healthy in communities that are more

challenging to us than supportive. Ensuring there is flexibility in agendas to adapt to the unique needs of the

group and in response to current events can be really helpful to support participant sustainability, along with

asking community partners and organizations to share about their relationship building activities, community

care strategies, and health promotion practices (mental, physical, etc.). Check out SATF's Comprehensive

Prevention Toolkit for more strategies on promoting individual and collective sustainability that can be shared

with the collaborative's participants and communities (available on SATF's website).

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HAVEN's

PROMOTING COLLABORATIVE CAPACITY AND SUSTAINABILITY FOR PREVENTION

When organizations/institutions designate prevention efforts as the responsibility of only one staff person, the work cannot

become institutionalized or integrated into all aspects of the organization. If that staff person leaves, the knowledge and

practices leave too. When prevention is the mission or part of the mission of the collaborative as well as the responsibility of

every participant to understand and speak to primary prevention, prevention work becomes part of the collaborative culture.

Building the capacity of a collaborative to fully incorporate the social change of primary prevention includes organizational

assessment and evaluation, strategic planning, resource development, communication strategies, succession planning, and

staff and board development. This is a process of strengthening the management and governance of systems within

collaboratives to fully engage in the prevention of violence and abuse. Building collaborative capacity for primary prevention

does not happen overnight. But increasing capacity for prevention will make all of the work easier to accomplish.

STRUCTURES AND PROCESSES:

How has your collaborative incorporated primary prevention into the processes and procedures through

which the group formally organizes and operates?

Examples:

Discuss and evaluate mission. If necessary revise mission or vision statements to include goal of primary

prevention. Include specific prevention goals in strategic plans. Use data to inform prevention priority

areas in strategic partnerships. Add or update member values statements to include primary prevention.

LEADERSHIP:

How does your collaborative support and prioritize primary prevention among the leadership, like

director, senior management, and board members?

Examples:

Integrate primary prevention into director, management, and new participant’s roles for orientation/

training. Annually review and set priorities related to prevention. Add leadership member(s) who have

prevention experience/expertise. Schedule regular leadership discussions and reviews of the root causes

of violence. Formally vote to adopt guiding documents to include primary prevention.

STAFFING:

How has your collaborative incorporated primary prevention into processes through which members and

participants are trained, organized, and those which they operate within the collaboration?

Examples:

Add folks that focus on primary prevention. Revise standard training and orientation materials to include

primary prevention. Require all members to receive primary prevention training. Revise job descriptions

to include prevention activities and responsibilities for all staff members. Ensure staff access to current

research. Provide training for all staff on program evaluation to ensure effective programming.


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PARTNERS:

How does your collaborative engage new partners or develop existing partnerships to build and/or

support primary prevention work?

Examples:

Identify new partnerships or enhance existing partnerships with organizations/groups working with men

and boys, a healthy relationships program, a mentoring program, etc. Meet with potential prevention

partners in the community to learn about their work. Train other groups/organizations/service providers

on prevention. Hold community forums and events on prevention.

RESOURCES:

How is your collaborative pursuing and acquiring funding or in-kind support for primary prevention

work? If it seems that the money just does not exist for prevention work, think outside of the typical

grants and identify new funding streams that could work for prevention. These may be grants dedicated

to youth development, substance misuse prevention, mental health and public health programming,

healthy communities, youth leadership, after-school programs, educational programming, anti-bullying,

anti-violence, and grants to promote safe schools. There might be opportunities to partner with other

organizations, institutions, and formal partnerships to write these grants and receive funding.

Examples:

Apply for funding. Create a specific line-item in a collaborative budget that supports primary prevention

initiatives. Obtain in-kind support. Review organizational/institutional materials and resources annually to

assess the extent to which prevention has been incorporated.

List 3 ways you would like to see your collaborative prioritize/incorporate primary

prevention within your structures & processes, leadership, staffing, partners, and resources?

A PERSPECTIVE ON SUSTAINABILITY

Sustainability is effectively leveraging partnerships and resources to continue programs, services, and/or

strategic activities that result in improvements in the health and well-being of all people.

* Create an action strategy

* Assess the environment

* Be adaptable

* Secure community support

* Build a leadership team

* Integrate program services into community

infrastructures

* Create strategic partnerships

* Secure diverse financial opportunities

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PROGRESS CHECKPOINT: INCREASE FUNDING AND RESOURCES

Having desire and mandates for prevention is great for

creating safer communities, but often can neglect funding

for the capacity required to sustain successful efforts. When

supporting funding and resources for a collaborative and

the member organizations, work from an abundance model

– even if resources are scarce. Collaboration supports

maximizing resources, and many funding sources support

collaboration for this reason. These questions can help us

start thinking about how we can better look to community

and broader investment and resource allocation for

collaborative efforts, although it is important to note that

funding is not required for success.


Who is in charge of making budget allocation decisions for community prevention work? Are they bought-in to

collaborative, cross-discipline prevention? If not, what would convince them?

Is the collaborative able to acquire funding from resources such as grants, donations? What might be some

sources/structures that the group could tap into?

What resources and research do you have access to in your communities? Do you have a network of people

you can reach out to in other communities? What are these or where are some places you can start?


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CITATIONS/ADDITIONAL RESOURCES

This workbook only touches on a few of the incredible resources out there to support

effective comprehensive prevention efforts. This section includes citations and a few more

that may be useful.


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CITATIONS

American Public Health Association (July, 2015). Action Planning Workbook [Pamphlet]. Atlanta, American Public Health Association & Centers for Disease Control and Prevention.

American College Health Association. (April, 2007). Position statement on preventing sexual violence on college and university campuses. Retrieved from http://www.acha.org/info_resources/

ACHA_SexualViolence_Statement07.pdf

Association of American Universities (2015) AAU Climate Survey on Sexual Assault and Sexual Misconduct.

Badgett, M. V. “Best practices for asking questions about sexual orientation on surveys.” The Williams Institute (2009).

Basile, K.C., DeGue, S., Jones, K., Freire, K., Dills, J., Smith, S.G., Raiford, J.L. (2016). STOPSV: A Technical Package to Prevent Sexual Violence. Atlanta, GA: National Center for Injury Prevention and

Control, Centers for Disease Control and Prevention. 6.2 David-Ferdon, C., Vivolo-Kantor, A. M., Dahlberg, L. L., Marshall, K. J., Rainford, N. & Hall, J. E. (2016). A Comprehensive Technical Package

for the Prevention of Youth Violence and Associated Risk Behaviors. Atlanta, GA: National Center for Injury Prevention and Control, Centers for Disease Control and Prevention. 6.3 Fortson, B.

L., Klevens, J., Merrick, M. T., Gilbert, L. K., & Alexander, S. P. (2016). Preventing child abuse and neglect: A technical package for policy, norm, and programmatic activities. Atlanta, GA: National

Center for Injury Prevention and Control, Centers for Disease Control and Prevention. 6.4 Niolon, P. H., Kearns, M., Dills, J., Rambo, K., Irving, S., Armstead, T., & Gilbert, L. (2017). Preventing

Intimate Partner Violence Across the Lifespan: A Technical Package of Programs, Policies, and Practices. Atlanta, GA: National Center for Injury Prevention and Control, Centers for Disease Control

and Prevention. 6.5 Stone, D.M., Holland,K.M., Bartholow, B., Crosby, A.E., Davis, S., and Wilkins, N. (2017). Preventing Suicide: A Technical Package of Policies, Programs, and Practices. Atlanta,

GA: National Center for Injury Prevention and Control, Centers for Disease Control and Prevention.

Beecher, E. (2020, October 7). [Facilitation Strategies Research].

Berkowitz, A (2003B). Applications of Social Norms Theory to Other Health and Social Justice Issues. Chapter 16 in HW Perkins (Ed). The Social Norms Approach to Preventing School and College

Age Substance Abuse: A Handbook for Educators, Counselors, Clinicians, San Francisco, Jossey-Bass.

Bothe, K. (2020, August 5). [Meaningful Partnership Community Listening Sessions].

Cantor, D., Fisher, B., Chibnall, S., Townsend, R., Lee, H., Bruce, C., & Thomas, G. (2015). Report on the AAU Campus Climate Survey on Sexual Assault and Sexual Misconduct. Retrieved from

https://www.aau.edu/key-issues/aau-climate-survey-sexual-assault-and-sexual-misconduct-2015

Cohen L. Swift S. The Spectrum of Prevention: Developing a comprehensive approach to injury prevention. Injury Prevention (1999;5:203-207)

Conner, M. L. (1993). What is Your Learning Style? Retrieved May 17, 2019, from http://marciaconner.com/assess/learningstyle-2/ (c) Marcia L. Conner, 1993-2018. All rights reserved.

Consensus decision making. (n.d.). Retrieved April 08, 2021, from https://www.seedsforchange.org.uk/consensus#:~:text=Consensus%20decision%20making%20is%20a,at%20least%20can%20

live%20with.

Elevating Prevention Initiative 2015 Report. (2016, January 4). OR. Children's Trust Fund of Oregon

Evaluation Toolkit for Prevention. (n.d.). Retrieved from https://www.nsvrc.org/prevention/evaluation-toolkit.

Everfi. (2017). Climate Survey Guidebook. Retrieved from https://everfi.com/guidebook-climate-survey/

Facilitation guide. (2020, April 17). Retrieved April 08, 2021, from https://neighborhoodanarchists.org/facilitation

Facilitation Tools for Meetings and Workshops In-Depth Guide, 4th Edition [PDF]. (2020). United Kingdom: Seeds for Change. https://www.seedsforchange.org.uk/

Guidelines for the Primary Prevention of Sexual Violence & Intimate Partner Violence [Virginia Sexual & Domestic Violence Action Alliance]. (n.d.). VA.

https://www.communitysolutionsva.org//files/Prevention_Guidelines_20092.pdf

Healthy Kids Learn Better Coalition [Coalition Charter]. (n.d.). Oregon.

Israel, B. A. (2013). Methods for Community-based Participatory Research for Health. San Francisco: Jossey-Bass.

Koch, T. (2018). Promoting Organizational Capacity and Sustainability for Prevention. HAVEN from Domestic and Sexual Violence, The Dalles, OR

Krebs, C.P., Lindquist, C.H., Warner, T.D., Fisher, B.S., & Martin, S.L. (2007). The Campus Sexual Assault (CSA) Study. Washington, DC: National Institute of Justice, U.S. Department of Justice.

Lemmon, P. (2017, September 12). Community Level Intervention and Evaluation Training. OR.

McMahon, S. (2014). #iSPEAK: Rutger Campus Climate Survey. New Brunswick, NJ: Center on Violence Against Women and Children, School of Social Work, Rutgers, the State

University of New Jersey. Retreived from http://socialwork.rutgers.edu/Libraries/VAWC/new_doc_to_upload_for_ispeak.sflb.ashx.

McMahon, S., Stepleton, K., &. Cusano, J. (2016). Understanding and responding to campus sexual assault: A guide to climate assessment for colleges and universities: Chapter 1: Introduction.

Center on Violence Against Women and Children, School of Social Work, Rutgers, the State University of New Jersey: New Brunswick, NJ.

Oregon Department of Education. (2019, March). Sex Ed Steering Committee Charter. Oregon.

Oregon Elevating Prevention Initiative (Jan 4, 2016, Publication). (n.d.). doi:http://ctfo.org/wp-content/uploads/2016/01/Elevating-Prevention-Report-FINAL.pdf

Oregon Health Authority. Youth Suicide Intervention and Prevention Plan, 2016–2020.

Salem, OR: Oregon Health Authority; 2016. https://www.oregon.gov/oha/PH/PREVENTIONWELLNESS/SAFELIVING/SUICIDEPREVENTION/Documents/5-year-youth-suicide-prevention-plan.pdf

Oregon Health Education Standards and Performance Indicators Grades K-12 [Oregon Department of Education]. (2016, December). OR.

https://www.oregon.gov/ode/educator-resources/standards/health/Documents/2016ORHEStandards.pdf

Oregon Youth Sexual Health Plan. (2009). OR. Coordinated by the statewide Teen Pregnancy Prevention/Adolescent Sexual Health Partnership (TPP/SHP), a coalition of state, county and community

advocates and non-profit organizations, is a holistic action plan to address all aspects of youth sexual health.

120 Oregon SATF


CITATIONS CONTINUED

Prevention Innovations (2014). Communicating and using climate survey results. Prevention Innovations Research Center, University of New Hampshire,: Dunham, NH.

Price, N. (2019, January 04). Robert's rules cheat sheet for nonprofits. Retrieved April 08, 2021, from https://www.boardeffect.com/blog/roberts-rules-of-order-cheatsheet/#:~:text=Robert's%20Rules%20of%20Order%20is,is%20still%20in%20use%20today.

Racial Justice Assessment Tool [Adapted by Western States Center, based on work done by changework and South Asian Network]. (2015, April). OR, Portland.

http://westernstates.center/tools-and-resources/Tools/assessing-our-organizations-RJ

Rankin & Associates Consulting. (2008). Carleton College Climate Assessment Project: Carleton Final Report. Retrieved from: https://apps.carleton.edu/governance/diversity/

campus_climate_survey/results/.

Recommendations to Prevent Sexual Violence in Oregon: A Plan of Action. (2006). Retrieved from SATF website 2019

The Public Health Approach to Prevention, adapted from: Dahlberg LL, Krug EG. Violence: a global public health problem. In: Krug E, Dahlberg LL, Mercy JA, Zwi AB, Lozano R, eds. World

Report on Violence and Health. Geneva, Switzerland: World Health Organization; 2002:1-56.

The W.K. Kellogg Foundation Step-by-Step Guide to Evaluation. (2017, November 29). Retrieved from https://www.wkkf.org/resource-directory/resource/2017/11/wk-kellogg-foundationstepby-step-guide-to-evaluation

VandeLinde, V. (2017, September 1). A Campus Practitioner’s Guide to We All Play a Role: Preventing Sexual Violence in Oregon. Oregon.

White House Task Force to Protect Students From Sexual Assault. (2014). Not Alone: The first report of the White House Task Force to Protect Students from sexual assault.

Retrieved from https://www.notalone.gov/assets/ovw-climate-survey.pdf.

Wilkins, N., Tsao, B., Hertz, M., Davis, R., Klevens, J. (2014). Connecting the Dots: An Overview of the Links Among Multiple Forms of Violence. Atlanta, GA: National Center for Injury Prevention

and Control, Centers for Disease Control and Prevention Oakland, CA: Prevention Institute.

Women's Foundation of Oregon. (2016). Count Her In Report (Rep.). https://womensfoundationoforegon.org/pdf/CountHerInreport.pdf

The Work Group for Community Health and Development at the University of Kansas. (2017). The Community Toolbox. Retrieved from http://ctb.ku.edu

Updated citations also available by accessing our online resource library at

http://oregonsatf.org/resources/for-prevention/.

SUGGESTED TOOLKIT CITATION:

Foster, M.H., Rohner, C.D., Addington, A., Cunningham, N., (2021). Communities of Prevention Collaboratives Toolkit. V 1.0.

Salem, OR: Oregon. Attorney General's Sexual Assault Task Force. Retrieved from http://www.oregonsatf.org


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