interpersonal violence prevention
TRANSCRIPT
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Interpersonal Violence Prevention
Topic Call 1
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Agenda
• Introduction to Topic Calls◦ CS CoIIN Charter
• Who is working on What?◦ Drivers and Change Ideas
◦ Examples from the Field Resource
• Data: Measures and Use◦ Discuss Measures Selection
• Questions and Clarification
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An Introduction to The IPV Topic Calls
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IPV Staff & Participants
Bekah Hunt, M.P.A.
Coordinator
Jen Leonardo, Ph.D.
Improvement Advisor
Alaska
Colorado
Connecticut
D.C.
Florida
Guam
Indiana
Kentucky
Missouri
Nebraska
New Hampshire
New York
CNMI
Pennsylvania
South Carolina
Tennessee
Vermont
Rebecca Willmer
Tech Guru
Participants
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Typical Call Agenda
• Exploration of reported data
• 1 or 2 presentations
◦ QI principles
◦ Experience from the field
• Discussion
• Updates on CS CoIIN resources and methodology
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New Resource
CS CoIIN Charter
• Describes:
◦ The problem
◦ Methodology
◦ Expectations and Roles
◦ Terms
You can find the CS CoIIN Charter in the Welcome
Corner on the Welcome Members page
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Monthly Responsibilities
One person should:
• Enter data reports into the web portal
• Communicate with CS CoIIN Co-Managers
• Coordinate Strategy Team meetingsConsider assigning a point person for these tasks to assure accountability and
cut down on e-mail communication from the Co-Managers
All members of the Strategy Team should:
• Participate in monthly topic calls
• Participate in Strategy Team meetings
• Communicate with the team about CoIIN related work
• Conduct and record PDSA cyclesYou can have one person collect and enter all the PDSA cycles, or each member
can post their own PDSA cycle(s).
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QUESTIONS?
?Use the chat box to ask questions
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Who is Working on What?
Drivers, Change Ideas, and Examples
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PD1. Increased socioeconomic and health equity for families with children and
adolescents
Secondary
Driver
Change Ideas S/J
SD1.
Increased
support for
children,
adolescents
, and
families to
reduce their
risk of
interperson
al violence
1. Educate the public and policymakers about the health effects of policies
using Goal 4 of the CDC’s Essentials for Childhood Framework (e.g.,
contributions of increased minimum wage and access to paid leave, food
security, housing stability, subsidized child care, and early quality care and
education to health status over the life course)
SC
2. In alignment with Goals 1 and 4 of the CDC’s Essentials for Childhood
Framework, create and expand partnerships, including those with non-
traditional partners, in state/jurisdiction violence prevention coalitions
SC
3. Implement the five state health department strategies in the State Level
Implementation of the Essentials for Childhood Framework
SC
4. Increase opportunities for young children to have experiences early in life
that support healthy brain development, healthy relationships, and school
readiness through participation in preschool programs, such as state pre-K
and Head Start
SC
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PD2. Reduced exposure to violence, trauma, and adverse childhood experiences among children and adolescents
Secondary Driver Change Idea S/Js
SD1. Safe, stable,
nurturing, and
empowering
relationships and
environments for
children,
adolescents, and
families
1. Provide education, support, and parenting skills development during home visits,
including training in infant care giving, positive reinforcement techniques, and non-
violence discipline methods (e.g. Nurse-Family Partnership, Healthy Families
America, Early Head Start)
PA NE
2. Increase implementation of evidence-based parenting programs, such as the
Triple P Positive Parenting Program, Incredible Years, Strengthening Families, and
Period of Purple Crying Program
IN PA NE
3. Teach adolescents non-violence skills, such as those found in Safe Dates and
Coaching Boys into Men
IN PA
4. Increase the implementation of statewide strategies on rape prevention and
education using the CDC Rape Education and Prevention Program (e.g., engaging
bystanders, educating youth, and changing social norms; statewide and community
hotlines; and building state and local capacity for program planning,
implementation, and evaluation)
IN
5. Increase and strengthen rape crisis centers to increase access to and quality of
services
6. Increase the number of statewide strategies and programs to reduce youth
violence, using the CDC Striving to Reduce Youth Violence Everywhere (STRYVE)
strategies (e.g., strengthen youths’ skills, parental training, reducing immediate risk
for violence, vitalizing communities and creating safe places, engaging partners,
and using data)
www.ChildrensSafetyNetwork.org 13
PD2. Reduced exposure to violence, trauma, and adverse childhood experiences among children and adolescents
Secondary Driver Change Idea S/Js
SD2. Life skills
training and
social support
1. Work with schools to increase implementation of evidence-based social
and emotional learning programs and curricula, such as the Good Behavior
Game, Life Skills Training, and Positive Behavioral Interventions and
Supports
SD3. Increased
connectedness
to teachers,
mentors, and
caring adults in
the community
1. Work with schools and community organizations to expand in-school and
after-school programs that provide positive youth development, community
connectedness, and opportunities for mentorship (e.g., Healthy Futures and
the Program in Education, Afterschool, and Resiliency)
PA
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PD3. Increased collaboration and coordination to improve access to interpersonal violence prevention programs and services
Secondary Driver Change Idea S/Js
SD1: Increased
connections across
disciplines, services,
and systems that
support care for the
whole person and
family, the early
identification and
management of
interpersonal
violence risk, and
multiple access
points for care
1. Create or expand partnerships, including those with non-traditional partners
(e.g., MCH, home visiting, TANF, court systems, private sector) for the
prevention of interpersonal violence
PA AK SC GU
2. Develop and implement protocols to enable care providers to communicate
and collaborate in the identification and management of interpersonal
violence risk
PA
3. Develop and implement guidelines for assessing and managing
interpersonal violence risk for children and adolescents receiving care,
education, and supports in all settings
PA
SD2: Increased use
of evidence-based
screening tools,
assessments, and
treatment
approaches for
interpersonal
violence and
adverse childhood
experiences
1.Train pediatricians, family practitioners, home visitors, community health
workers, youth workers, and school social workers on evidence-based early
identification, assessment, and referral of mental health problems, trauma,
and risk of interpersonal violence
MO PA AK GU
2. Train mental health professionals in the use of culturally appropriate and
evidence-based treatment frameworks for interpersonal violence, traumatic
stress, and associated symptoms (e.g., cognitive behavioral therapy, multi-
systemic therapy with psychiatric supports, attachment-based therapy,
dialectical behavior therapy, dynamic deconstructive psychotherapy, and the
Attachment, Self-Regulation, and Competency Framework)
www.ChildrensSafetyNetwork.org 15
PD4. Established and strengthened social norms in communities and schools that protect against interpersonal violence
Secondary
Driver
Change Idea S/Js
SD1:
Increased
awareness of
interpersonal
violence and
its prevention
through
participation in
national
campaigns
and use of
training
materials
1. Increase use of training modules and materials on the StopBullying.gov website PA CNMI
2. Increase participation in national campaigns that raise awareness about interpersonal
violence and prevention strategies, especially bystander interventions
PA
3. Make culturally appropriate resources about trauma and interpersonal violence
available to families
PA
4. Promote community norms for shared responsibility for the well-being of children and
acceptable parenting behaviors using the Essentials for Childhood Framework
PA
SD2:
Development
and
dissemination
of social
norms that
support safe
and welcoming
school
environments
1. Engage parents, schools, community members, coaches, and youth on changing social
norms through evidence-based programs (e.g., Breaking the Cycle, Green Dot, Coaching
Boys into Men, and Olweus Bullying Prevention Program)
TN PA
CNMI
2. Create and/or strengthen school safety committees that implement bullying prevention
strategies, such as those available at StopBullying.gov (e.g., create school safety
committees; establish policies; and educate youth, parents, and child care providers)
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New Resource
Examples from the Field
• Programs, strategies, and tactics related to Drivers and Change Ideas
• From CoIIN and Non-CoIIN States and Jurisdictions
Want to have an example included? Contact Bekah!
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QUESTIONS?
?Use the chat box to ask questions
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DataMeasures and Use
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How will the CoIIN use the Data?
• Only for use by members in the CoIIN
• Show improvements related to the primary drivers
• Learn from one another
Stayed tuned for more information about how to leverage the data you collect!
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Aim Statements
Poll Question:
Are you adopting the general topic aim statements, or adapting them to your context?
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Measure Selection
Poll Question:
On which of the following measures does your S/J plan to report data?
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Measure Selection Discussion
• Do you have systems and processes already in place to collect this data?
• What barriers do you anticipate?
• Have you been surprised by the availability of any data while looking at these measures?
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QUESTIONS?
?Use the chat box to ask questions
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Upcoming Topic Calls
May 19th, 2016, 3-4pm ET
PDSA Cycles: Sticking Points and Successes
Want to have your PDSA featured? Contact Bekah!
June 16rd, 2016, 3-4pm ET
Quality Improvement Data: Charts and Analysis
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Thank you for your participation
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Questions or Comments? Contact:
617-618-2178
Check out the IPV Topic Page for Topic Team Resources