PowerPoint Presentation by KQ1YlacT


									         Minority SA/HIV

SPF Step 2 - Capacity Building
      Pam Tindall, CSAP’s Western CAPT
   Janer Hernandez, CSAP’s Northeast CAPT
   Marcus Bouligny, CSAP’s Southeast CAPT
         Learning Objectives
 Review Strategic Prevention Framework
 Overview capacity
 Define types and levels of capacity
 Explore capacity in context of MAI grant
 Discuss the role of cultural competency in
   capacity building
 Explore sustainability as it relates to
      SPF – Step 1: Assessment
 Outcome-based prevention focus

 SPF process

 Step 1: Profile population needs, resources,
   and readiness to address needs and gaps
 Documenting findings in the online
   Management Reporting Tool (MRT)
Strategic Prevention Framework
   Step 1: Assessment
       Profile population needs, resources, and readiness
       to address needs and gaps
   Step 2: Capacity
       Mobilize and build capacity to address needs
   Step 3: Planning
       Develop a comprehensive strategic plan
   Step 4: Implementation
       Implement evidence-based programs, policies,
   Step 5: Evaluation
       Monitor, evaluate, sustain, and improve
                                      Building Capacity-
                                        Is it Possible?
 A shoe factory sends two marketing scouts to the field
     to study the prospects for expanding business.

                                One sends back a telegram saying,

                                The other writes back triumphantly,

Zander, R.S. and Zander, B. (2000).
The Art of Possibility. Boston, MA:
Harvard Business School Press.
 The ability to mobilize
     stakeholders
     resources

  …in order to implement programs,
   policies, and other changes designed to
   reduce the likelihood of substance
   abuse and transmission of HIV/AIDS
           Mobilizing Stakeholders
 State SA, HIV/AIDS prevention authorities
 Service recipients (substance users, injection drug users, GLBTQ
    populations, recovering community)
   SA and HIV treatment providers, counseling services
   Community-based organizations (coalitions, minority
    organizations, etc.)
   Public health
   Media
   Business community
   Law enforcement and justice agencies
   Religious and fraternal organizations
   Healthcare providers
   State, local, tribal, Veteran’s governmental agencies
   Others with a stake in reducing SA & HIV/AIDS
       Mobilizing Resources

 Resources: the types and levels of
 assets that exist in a community
 prevention system that can help meet
 SA & HIV/AIDS prevention planning and
 implementation demands
  What Capacities Do We Assess?
 Human capacities
 Fiscal
 Technical
 Organizational
      Assessing Capacity at the
         Community Level
Determine what resources you have (human,
 technical, fiscal, and organizational) to…
 collect and analyze data
 assess and increase community readiness
 select strategies to address needs
 implement policies, programs, & practices
 evaluate effectiveness
 sustain efforts
            Examples of Capacities

         State level                  Community level
                                 Community orgs
 Workforce knowledge,              addressing SA and
    skills and competencies         HIV/AIDS issues
   Infrastructure,                Infrastructure
   Data systems                   Leadership within the
   Knowledge of cultural          Leadership within the
    nuances in sub-                 organization
    populations                    Prevention knowledge at
   Sub-populations’ capacity       the community level
    for prevention (people,        Resources allocated and
                                    available to address SA &
    skills, funds…)
  How Do We Assess Capacity?

 Use capacity assessment tools to:

     Identify our strengths

     Identify gaps in knowledge and skills, and

     Focus capacity building where it will be
      most effective in meeting our goals
    Capacity Assessment Form
       (Community Level)
 Communities assess their capacity to carry
  out effective prevention
 Assess areas of capacity
 Rate themselves currently
 Rate how important they believe each
  indicator is to the success of their prevention
 Large gap scores indicate focus areas for
  building capacity
    Outcomes-Based Prevention

                Step : Focus Capacity
                    Building Here

    Abuse           Contributing        Evidence-
 & HIV/AIDS          Factors &            Based
  Patterns &        Intervening         Programs,
Consequences         Variables          Policies &

 Process: Strategic Prevention Framework
     SPF Logic Model for Reducing
       Binge Drinking 18-25 y/o
                 Step 2: Focus Capacity
                     Building Here

Consumption       Contributing             Strategies
   Pattern          Factors
                    Social Norms               Media
 Young Adult         Accepting             Advocacy to
Binge Drinking         and/or                Increase
                    Encouraging            Community
                       Binge              Concern About
                      Drinking            Binge Drinking
         Building Capacity

 Identify gaps from community capacity

 Create an action plan to address gaps
 MRT – Sample Entry: Advisory

  Our Project Advisory Board includes:
 State and federal representatives
 Service recipients
 Sub-population representatives
 SA & HIV/AIDS specialists
 State public health representatives
 State, Tribal, Veteran’s government
MRT – Sample Entry: Governing
    Our Project Governing Board includes:
 Project Manager
 Substance abuse experts
 HIV/AIDS experts
 Other public health experts
 Evidence-based interventions, planning &
  implementation experts
 Epidemiologist
 Evaluator
        MRT – Sample Entry:
    Our Project Collaborators include:
   Service recipients
   Sub-population representatives
   Specialists in SA, HIV/AIDS, GLBTQ, and
    other health care/service providers
   Local public health representatives
   Business representatives
   Law enforcement and justice reps
   Local, tribal, government representatives
  MRT – Sample Entry: Guiding

 Cultural Competence
 Sustainability
 Continuous Quality Improvement
 Participatory Involvement
   Our project is fully imbedded in the
    community. Our collaborators provide
    input into each SPF step, and sub-
    population focus groups review all project
    reports, recommendations and materials.
      MRT – Sample Entry:
    Accomplishment & Barrier
 An active coalition of community
   stakeholders with the knowledge, skills and
   resources to accomplish a comprehensive
   needs assessment has been established.
 This accomplishment enhanced our project’s
   capacity to collect and analyze data, involve
   our focus population in our needs
   assessment processes, and identify
   resources and service gaps.
      MRT – Sample Entry:
    Accomplishment & Barrier
 No centralized state or local data
   management system exists.
 This barrier impacted our project’s capacity
   to easily access data across silos, centrally
   archive data, and compare data
   documented using differing protocols.
MRT – Sample Entry: T/TA
Data management TA was delivered
to address data recording, storage
and access across silos. Topics
   Online data reporting system
   Cross-silo collaboration for data
   Data access protocols
      MRT – Sample Entry:
 Conclusions & Recommendations
 A strong coalition has the knowledge, skills
   and resources to perform a comprehensive
   needs assessment.
 The effectiveness of this coalition enhances
   our project’s capacity to understand the
   impact of SA and HIV/AIDS within our target
   population and our community, & to utilize
   focus groups to understand what is required
   in order to address these needs.
      MRT – Sample Entry:
 Conclusions & Recommendations
 A coordinated data management system is
   needed to enhance the utility and application
   of needs assessment data.
 A coordinated data management system
   would enhance our project’s capacity to
   ensure a comprehensive, accurate needs
   assessment, easy access to data recorded
   using common protocols, and effective data
Integrating Cultural Competence
     into Capacity Building
Key Questions:

•   How do we examine community
    resources and readiness?
    ► Key Stakeholders
    ► Gate Keepers and Gate Openers
    ► Collaborating Partners
    ► Existing Services and Resources
    ► Non-traditional Networks and Support
    Integrating Cultural Competence
         into Capacity Building
Key Questions (continued):

•   What policies are in place or need to be
    developed to improve cultural
    ► Recruitment
    ► Retention
    ► Training
    ► Communications
    ► Community Input
    Ensuring Cultural Competence
        in Capacity Building
•   How do we identify and mobilize mutually
    acceptable goals and objectives?

    ► Collaborative Process
    ► Dynamic and Fluid
    ► Sometimes feels “messy”
    ► Negotiating Differences
    ► Representation
    Ensuring Cultural Competence
        in Capacity Building
•   How do we check cultural representation?
    ► Race/Ethnicity
    ► Language
    ► Gender
    ► Age
    ► Disability
    ► Sexual orientation and gender identity

•   How do we ensure tools and technology are
    culturally competent?

•   How do we ensure a safe and supportive
    environment for all participants?
   Elements of Sustainability in
  SPF Step 2: Capacity Building
 What elements of sustainability are present
  in Step 2?
 How do we know if those elements are
 What are possible indicators, and how can
  we begin to measure them?

>>>Guiding questions
Action Areas For SPF Step 2:
      Capacity Building
1. Structures and Formal Linkages
2. Policies and Procedures
3. Resources (step 2)
4. Expertise
5. Quality and Accountability
6. Effectiveness
7. Reach and Alignment
8. Relationships (step 2)
9. Champions
    Guiding Questions for Step 2:
         Capacity Building
   Are key community stakeholders supportive of the
    goals and efforts of the SPF process?
   Are any of these relationships creating a barrier to
    achieving, demonstrating, or sustaining the
    strategy’s positive outcomes of our SPF process?
   Which current resources are needed to carry out a
    plan to address the issues identified in Step 1?
   Of these resources, which is insufficient or is
   How have you communicated your evaluation
    needs and expectations to your evaluator?

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