ACEs & Resilience Resource Commons for Communities - User contributions [en]

Increase Youth Entrepreneurship

2025-06-14T17:07:22Z

BillBarberg:

''Return to [[ZOOM_MAP--Improve_Positive_Youth_Development|ZOOM MAP--Improve Positive Development]]''

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Brief Description

= Background =

Background content goes here

 

= Tools and Resources =

In May of 2025, Tamarack Institute had an excellent webinar in supporting "[https://www.youtube.com/watch?v=w3t2ggLlyKY Youth Entrepreneurs Shaping Tomorrow]."   It shares examples of communities creating supportive ecosystems and small business accelerators. 

= Promising Practices and Case Studies =

Examples from communities that have implemented tools focused on this objective

= Scorecard Building =

Possible Objective Details

Possible Measures

= Actions to Take =

Actions for Coalitions

Actions for Individuals

= Sources =

Increase Youth Entrepreneurship

2025-06-14T17:06:14Z

BillBarberg:

''Return to [[ZOOM_MAP--Improve_Positive_Youth_Development|ZOOM MAP--Improve Positive Development]]''

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Brief Description

= Background =

Background content goes here

= Tools and Resources =

In May of 2025, Tamarack Institute had an excellent webinar in supporting "<ref name="https://www.youtube.com/watch?v=w3t2ggLlyKY">Youth Entrepreneurship Shaping Tomorrow</ref>."   It shares examples of communities creating supportive ecosystems and small business accelerators. 

= Promising Practices and Case Studies =

Examples from communities that have implemented tools focused on this objective

= Scorecard Building =

Possible Objective Details

Possible Measures

= Actions to Take =

Actions for Coalitions

Actions for Individuals

= Sources =

Increase Economic Security

2025-06-09T13:51:13Z

BillBarberg:

Return to [[ZOOM_MAP--Improve_Housing_Food_&_Economic_Security_of_Households|ZOOM MAP--Improve Housing Food & Economic Security of Households]] or [[Top_Level_Strategy_Map|Top Level Strategy Map]]

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Brief Description

= Background =

Background content goes here

= Tools and Resources =

Solutions and Tools focused on this objective.

Here are 12 websites that pay in USD for remote work: 1. Remote Circle - Helps find remote jobs in your timezone - Covers a variety of industries and roles - Link:[https://remotecircle.com/ https://remotecircle.com/] 2. We Work Remotely - Largest remote work community with 4.5M+ visitors - Offers a wide range of remote job opportunities - Link:[https://weworkremotely.com/ https://weworkremotely.com] 3. Hubstaff Talent - Free resource for companies looking for remote talent - Connects businesses with freelancers and agencies worldwide - Link:[https://hubstafftalent.net/ https://hubstafftalent.net] 4. Remote Woman - Remote job board tailored for women - Promotes flexibility and career growth - Link:[https://remotewoman.com/ https://remotewoman.com/] 5. Wellfound - Connects job seekers with startups - 130K+ tech jobs from 27K companies - Link:[https://wellfound.com/ https://wellfound.com/] 6. Remotive - Curates active, fully remote tech jobs - Trusted by top global tech companies - Link:[https://remotive.io/ https://remotive.io/] 7. WorkWave - Remote job listings for various industries - Known for flexible work opportunities - Link:[https://www.workwave.com/ https://www.workwave.com/] 8. AI Jobs - Focuses on AI-related remote job listings - Features top 1% of AI companies - Link:[https://theaijobboard.com/ https://theaijobboard.com] 9. Toptal - Exclusive network for top freelancers - Covers software development, design, finance & more - Link:[https://www.toptal.com/ https://www.toptal.com/] 10. FlexJobs - Find remote jobs globally or near you - Offers career coaching and resume help - Link:[https://www.flexjobs.com/ https://www.flexjobs.com/] 11. JS Remotely - Specializes in JavaScript-related remote jobs - Includes React, Vue, Node.js, and Angular roles - Link:[https://jsremotely.com/ https://jsremotely.com/] 12. RemoteOK - Aggregates remote jobs from across industries - Allows filtering jobs by category and salary - Link:[https://remoteok.com/ https://remoteok.com] 𝗙𝗥𝗘𝗘 (𝗚𝗼𝗼𝗴𝗹𝗲) 𝗖𝗼𝘂𝗿𝘀𝗲𝘀 𝘆𝗼𝘂 𝘄𝗶𝗹𝗹 𝗿𝗲𝗴𝗿𝗲𝘁 𝗻𝗼𝘁 𝘁𝗮𝗸𝗶𝗻𝗴 𝗶𝗻 𝟮𝟬𝟮𝟱. 7000+ free courses free access: [https://lnkd.in/gaE8D-FW https://lnkd.in/gaE8D-FW]

= Promising Practices and Case Studies =

Examples from communities that have implemented tools focused on this objective

= Scorecard Building =

[[POD--Increase_Economic_Security|Possible Objective Details]]

[[PM--Increase_Economic_Security|Possible Measures]]

= Actions to Take =

Actions for Coalitions

Actions for Individuals

= Sources =

Consent (Pre-Teen, CH1, M3)

2025-04-25T14:18:39Z

BillBarberg:

'''Return to '''''[[Healthy_Relationships_Toolkit|Healthy Relationships Toolkit]]'' __NOTOC__
== Additional Resources ==

Resources for Pre Teens (12 Yrs and under)

{| border="1" cellpadding="1" cellspacing="1"
|-
| '''Resource'''
| '''Type'''
| '''Description'''
| '''Comments'''
|-
|  
|  
|  
|  
|}

 

Resources for Young Adults (13 Yrs to 18 Yrs)

What is consent and how to say no.

{| border="1" cellpadding="1" cellspacing="1"
|-
| '''Resource'''
| '''Type'''
| '''Description'''
| '''Comments'''
|-
| PDF
| PDF
| 1-page PDF on consent
|  
|-
| [https://www.youtube.com/watch?v=pZwvrxVavnQ Tea and Consent]
| Video
| Example of Consent in offering a person tea (2:49) 
| Supporting resources related to this video on their website.   [http://www.consentiseverything.com/#Home http://www.consentiseverything.com/#Home]
|-
| [https://www.youtube.com/watch?v=NLKWEUhOHss More than just tea]
| Video
| This video builds on the prior video with more details and clarity..(4:28) 
|  
|-
| [https://www.youtube.com/watch?v=Nsv58469oZc A TEDx Talk on Consent]
| Video
| How Consent is More than Just a Question and Answer..  This gets into fault, shame and other realities (18:27)
| This introduces the HOT SPICE acronym, and then the speaker goes beyond just getting a "Yes."
|-
| [https://www.youtube.com/watch?v=yJiKeWtTWA4 A TEDx Talk about Boys and Young Men understanding consent].
| Video
| Good presentation by a man who does workshops for boys and young men. (15:48)
| This is more ABOUT communicating with boys and young men about conseent than being an ideal video FOR boys and young men.
|-
|  
| Exercise
|  
|  
|}

 

== Non-verbal signs that a person may not be consenting ==

They don't have to say "No" to communicate "No."

{| border="1" cellpadding="1" cellspacing="1"
|-
| '''Resource'''
| '''Type'''
| '''Description'''
| '''Comments'''
|-
| [[Media:Non-Verbal.pdf|PDF]]
| PDF
| 1 page summary of examples that should be treated as a "No" with regard to consent.
|  
|-
| [https://vimeo.com/933040643/870eb8c4aa?share=copy Understanding non-consent without words]
| Video
| Same content as PDF in a 2-minute video format
|  
|-
| PDF of discussion questions
| Exercise
| Discussion to understand why it is important to err on the side of treating non-verbal cues as NOT consenting.
|  
|}

 

==   Last updated: August 12, 2024 ==

POD--Increase Opportunities for Playing Carpetball

2025-04-25T14:11:45Z

BillBarberg:

Return to [[Increase_Opportunities_for_Playing_Carpetball|Increase_Opportunities_for_Playing_Carpetball]]

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Brief Page Description

= Examples of a Description for this Objective =

Text goes here.

 

= Examples of a From-To Gap =

{| border="1" cellpadding="0" cellspacing="0" style="width:100%"
|-
| style="width:50%" |
=== Current State ===

|  
| style="width:50%" |
=== Desired State ===

|-
| Individuals or organizations that want to build a carpetball table have to put in a lot of time to find a good design, get the materials and tools, and do a one-time build. This makes it much more work and higher cost.
|  
| A Youth-run business can get pre-orders for many different indoor or outdoor carpetball tables.  They can get a depost that pays for the materials, and then they can build a batch of them much more efficiently than if they were built one at a time.  This can reduced the cost and still be profitable for a small business. 
|-
| Few people are familiar with the game, so they wouldn't know what to do if they even saw a carpetball table.
|  
| If many people learn to play carpetball in different places (school, faith communities, apartments, etc.) then they would easily join in wherever they saw a carpetball table.
|-
| There are no organized carpetball events.
|  
| It would be easy for parks or apartment buildings or faith communities to have carpetball tournaments that could integrate in other activities -- such as watching videos on mindfulness or doing exercises on communication or nutrition as part of being eligible for the prizes. 
|-
|  
|  
|  
|}

Type additional text here.

Increase Training for Fathers on Neuro-Nurturing

2025-03-13T16:42:23Z

BillBarberg:

'''Return to:''' [[ZOOM-Increase_Fathers_Supporting_Neuro-Nurturing_in_Their_Babies|ZOOM-Increase_Fathers_Supporting_Neuro-Nurturing_in_Their_Babies]]

----

Fathers have a very important role in the neurodevelopment of infants and their early relational health. Yet, too often, fathers are often not nearly as involved in the types of positive, nurturing interactions that support the development of the baby's brain and secure attachments. In many cases, fathers want to be the best influence they can be, but they lack a basic understanding of early brain development and attachment, and they lack the confidence to know what to do in this unfamiliar role.. 

= Background =

For generations, most of the focus on newborns and infants has focused on the mother.  While the mother's role is undeniably important, and it includes things like breastfeeding that the father can't do, our infants, families and society are missing a powerful opportunity to help our infants start their lives on a solid foundation of brain development, attachment, and resilience.  Since many men in today's society grew up without a good father role model, it is not surprising that they don't know how to best support the development of their baby.   One of the biggest needs is for fathers to access and participate in a variety of ways to be trained in Neuro-Nurturing.  

= Tools and Resources      '''Recursos en español''' =

There are many types of online resources that can be viewed on a computer or phone, or these online lessons can be integrated into a group for expecting and new fathers.   Research shows that the best time to train an expecting father is before the baby is born.

Utah State University just released an excellent series of videos on early childhood that can be used in a variety of way -- for mothers, fathers or other partners.

*[https://www.youtube.com/watch?v=kQiV-wMhT9Y&list=PLWetJH0EpX30VXNq6x7V1kC8ffpeXy2zC Playlist on 0-2 year-old development]

The Basics has a wealth of information and activities for boosting brain develop of infants and toddlers

*[https://thebasics.org/Brain-Boosts/ Brain Boosts from The Basics]

 The Alberta Family Wellness Initiative has many resources

*[https://www.youtube.com/watch?v=HJvDrT6N-mw Brains: The Journey to Resilience]

= Promising Practices and Case Studies =

Examples from communities that have implemented tools focused on this objective

= Scorecard Building =

Possible Objective Details

Possible Measures

= Actions to Take =

Actions for Coalitions

Actions for Individuals

= Sources =

Increase Training for Fathers on Neuro-Nurturing

2025-03-13T16:40:42Z

BillBarberg:

'''Return to:''' [[ZOOM-Increase_Fathers_Supporting_Neuro-Nurturing_in_Their_Babies|ZOOM-Increase_Fathers_Supporting_Neuro-Nurturing_in_Their_Babies]]

----

Fathers have a very important role in the neurodevelopment of infants and their early relational health. Yet, too often, fathers are often not nearly as involved in the types of positive, nurturing interactions that support the development of the baby's brain and secure attachments. In many cases, fathers want to be the best influence they can be, but they lack a basic understanding of early brain development and attachment, and they lack the confidence to know what to do in this unfamiliar role.. 

= Background =

For generations, most of the focus on newborns and infants has focused on the mother.  While the mother's role is undeniably important, and it includes things like breastfeeding that the father can't do, our infants, families and society are missing a powerful opportunity to help our infants start their lives on a solid foundation of brain development, attachment, and resilience.  Since many men in today's society grew up without a good father role model, it is not surprising that they don't know how to best support the development of their baby.   One of the biggest needs is for fathers to access and participate in a variety of ways to be trained in Neuro-Nurturing.  

= Tools and Resources      '''Recursos en español''' =

There are many types of online resources that can be viewed on a computer or phone, or these online lessons can be integrated into a group for expecting and new fathers.   Research shows that the best time to train an expecting father is before the baby is born.

Utah State University just released an excellent series of videos on early childhood that can be used in a variety of way -- for mothers, fathers or other partners.

*[https://www.youtube.com/watch?v=kQiV-wMhT9Y&list=PLWetJH0EpX30VXNq6x7V1kC8ffpeXy2zC Playlist on 0-2 year-old development]

The Basics has a wealth of information and activities for boosting brain develop of infants and toddlers 

The Alberta Family Wellness Initiative has many resources

= Promising Practices and Case Studies =

Examples from communities that have implemented tools focused on this objective

= Scorecard Building =

Possible Objective Details

Possible Measures

= Actions to Take =

Actions for Coalitions

Actions for Individuals

= Sources =

Increase Training for Fathers on Neuro-Nurturing

2025-03-13T16:37:02Z

BillBarberg:

Increase Training for Fathers on Neuro-Nurturing

2025-03-13T16:34:05Z

BillBarberg:

'''Return to:''' [[ZOOM-Increase_Fathers_Supporting_Neuro-Nurturing_in_Their_Babies|ZOOM-Increase_Fathers_Supporting_Neuro-Nurturing_in_Their_Babies]]

----

Training is important. 

= Background =

Background content goes here

= Tools and Resources =

Solutions and Tools focused on this objective.

= Promising Practices and Case Studies =

Examples from communities that have implemented tools focused on this objective

= Scorecard Building =

Possible Objective Details

Possible Measures

= Actions to Take =

Actions for Coalitions

Actions for Individuals

= Sources =

Enhance Early Brain Development in Infants & Toddlers

2025-03-11T02:58:31Z

BillBarberg:

'''Return to''' ''[[Top_Level_Strategy_Map|Top Level Strategy Map]]''     or     ''[[Objective_List|Objective List]]''
----

Brief Description

 

= Background =

Early brain development is very influential in the rest of the lives of people.   This [https://www.youtube.com/watch?v=78NarH0i7RQ 2-minute video] is from a discussion between Oprah Winfrey and Dr. Bruce Perry. 

This is a good [https://www.earlyyears.tv/video/free-video-deborah-mcnelis-on-the-first-60-days/ 30-minute interview] with Neuro-Nurturing® expert, Deborah McNellis  

This [https://pubmed.ncbi.nlm.nih.gov/21262822/ powerful study] led by Terrie Moffitt over 32 years shows how small improvements in Executive Functions in childrent had a major impact on many life issues. 

 

= Scorecard Building =

[[POD--Enhance_Early_Brain_Development_in_Infants_&_Toddlers|Possible Objective Details]]

[[PM--Enhance_Early_Brain_Development_in_Infants_&_Toddlers|Possible Measures]]

= Sources =

Increase Self-directed Exploratory Interactive Play & Movement

2025-02-25T02:37:52Z

BillBarberg:

'''Return to''' ''[[ZOOM_MAP--Enhance_Early_Brain_Development_in_Infants_&_Toddlers|ZOOM MAP--Enhance Early Brain Development in Infants & Toddlers]]''

----

Brief Description

= Background =

Background content goes here

= Tools and Resources =

This [https://www.facebook.com/share/v/19E2sRcHm4/?mibextid=an1DBN video] shows many fun, and very low-cost (free) activities that a parent, grandparent or friend can do with a toddler. .

The activities in the video coiudl be described in greater details with additional videos added to make it easier for people to replicate some of these actvities. 

Explore these: [https://www.dadverb.com/activity-ideas https://www.dadverb.com/activity-ideas]

More great examples [https://www.facebook.com/watch/?v=870110295279983&rdid=cOsZNt9lL8TYUm8k in this Facebook video].  

= Promising Practices and Case Studies =

Examples from communities that have implemented tools focused on this objective

Websites that share about outdoor nature play for infants and toddlers

[https://www.naeyc.org/resources/blog/engaging-toddlers-nature-play https://www.naeyc.org/resources/blog/engaging-toddlers-nature-play]

[https://www.scholastic.com/parents/family-life/creativity-and-critical-thinking/development-milestones/exploring-nature-your-baby.html

https://www.scholastic.com/parents/family-life/creativity-and-critical-thinking/development-milestones/exploring-nature-your-baby.html]

[https://www.communityplaythings.com/resources/articles/infants-and-nature https://www.communityplaythings.com/resources/articles/infants-and-nature]

[https://www.wikebaby.com/single-post/2018/06/07/developmentally-appropriate-nature-play-for-ages-0-2 https://www.wikebaby.com/single-post/2018/06/07/developmentally-appropriate-nature-play-for-ages-0-2]

 

 

= Scorecard Building =

Possible Objective Details

Possible Measures

= Actions to Take =

Actions for Coalitions

Actions for Individuals

= Sources =

Expand & Enhance Parent Education Programs

2025-02-18T01:01:15Z

BillBarberg:

'''Return to''' ''[[ZOOM_MAP--Enhance_Early_Brain_Development_in_Infants_&_Toddlers|ZOOM MAP--Enhance Early Brain Development in Infants & Toddlers]]''

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Brief Description

= Background =

Background content goes here

= Tools and Resources =

Solutions and Tools focused on this objective.

Article on [https://kindredmedia.org/2022/03/welcoming-social-environments-for-babies/ programs for creating welcoming social environments] for infants. 

= Promising Practices and Case Studies =

Examples from communities that have implemented tools focused on this objective

= Scorecard Building =

Possible Objective Details

Possible Measures

= Actions to Take =

Actions for Coalitions

Actions for Individuals

= Sources =

Expand In-Home Programs for Literacy Building Blocks

2025-02-18T00:58:59Z

BillBarberg:

Return to [[ZOOM_MAP--Increase_Parent_Support_for_Pre-Literacy_Skill_Development|ZOOM MAP--Increase Parent Support for Pre-Literacy Skill Development]] [[Top_Level_Strategy_Map|Top Level Strategy Map]]

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Brief Description

= Background =

Background content goes here

= Tools and Resources =

Solutions and Tools focused on this objective.

The value of Nursery Rhymes

[http://melissa.depperfamily.net/blog/nursery-rhymes-and-reading-skills/ Article on the often-cited research] that 4-year-olds who had memorized 8 or more nursery rhymes became excellent readers. 

Article:  [https://kindredmedia.org/2024/11/37410/ Babies love rhyming time]

[https://www.worldnurseryrhymeweek.com/ World Nursery Rhyme Week]

 

= Promising Practices and Case Studies =

Examples from communities that have implemented tools focused on this objective

= Scorecard Building =

[[POD--Expand_In-Home_Programs_for_Literacy_Building_Blocks|Possible Objective Details]]

[[PM--Expand_In-Home_Programs_for_Literacy_Building_Blocks|Possible Measures]]

= Actions to Take =

Actions for Coalitions

Actions for Individuals

= Sources =

Increase Efforts to Nurture Neurodevelopment & Strengthen Attachment

2025-02-12T18:56:40Z

BillBarberg:

'''Return to''' ''[[ZOOM_MAP--Enhance_Early_Brain_Development_in_Infants_&_Toddlers|ZOOM MAP--Enhance Early Brain Development in Infants & Toddlers]]''

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Brief Description

= Background =

This [https://www.youtube.com/watch?v=bmySlUj4Bcw video from Early Learning New Hampshire] (and the Harvard Center for the Developing Child) is an excellent overview on the importance of Neuro-Nurturing. 

= Tools and Resources =

Solutions and Tools focused on this objective.

= Promising Practices and Case Studies =

Examples from communities that have implemented tools focused on this objective

= Scorecard Building =

[[POD--Increase_Efforts_to_Strengthen_Attachment|Possible Objective Details]]

[[PM--Increase_Efforts_to_Strengthen_Attachment|Possible Measures]]

= Actions to Take =

Actions for Coalitions

Actions for Individuals

= Sources =

Expand Community Woodworking & Workshops

2024-11-19T02:57:42Z

BillBarberg:

''Return to [[Increase_Positive_Recreation_Opportunities_for_Youth|Increase Postive Recreation Opportunities for Youth]] or [[ZOOM_MAP--Increase_Positive_Recreation_Opportunities_for_Youth]]''

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Brief Description

= Background =

Background content goes here

= Tools and Resources =

Solutions and Tools focused on this objective.

Develop a list of easy-to-build, practical things that might also sell, like this [https://www.facebook.com/share/r/15Wf2LmR4p/ portable chair built form a pallet]. 

= Promising Practices and Case Studies =

Examples from communities that have implemented tools focused on this objective

= Scorecard Building =

Possible Objective Details

Possible Measures

= Actions to Take =

Actions for Coalitions

Actions for Individuals

= Sources =

Increase Young Childrens Involvement in Creative Activities

2024-11-18T04:38:18Z

BillBarberg:

Return to [[ZOOM_MAP--Increase_Positive_Experiences_in_Early_Years|ZOOM MAP--Increase Positive Experiences in Early Years]]

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Creative activites are an important part to enhance a child's developmental life, and effort to incorporate them into a child's daily routine should be important. Below are resources and information on hw to increase a young child's involvment in such activities. 

= Background =

Creative activities in a child’s life is an important part of their overall development. It can assist in developing imagination, building confidence within the child’s life, understanding and expressing emotions and improving social skills<ref>https://raisingchildren.net.au/preschoolers/development/creative-development/preschooler-creative-activities#:~:text=Simple%20things%20like%20looking%20at,can%20spark%20your%20child's%20imagination.&text=Whatever%20creative%20ideas%20your%20child,child%20plenty%20of%20descriptive%20praise.</ref>.

Creativity is the freest form of self expression, and children need to be creative to express themselves whenever they aren’t able to do so verbally. Importantly, creative activities fosters mental growth by providing opportunities to problem solve and create new and healthy methods of thinking <ref>https://www.pbs.org/wholechild/providers/play.html#:~:text=A%20child's%20creative%20activity%20can,of%20thinking%20and%20problem%2Dsolving.</ref>. 

There are several benefits of having children engaging in creative activities. With children learning to hold pencils, scissors and using their proprioceptive inputs, it helps the child develop their tactile skills and dexterity<ref>https://www.thecreationstation.co.uk/inspiration/10-benefits-of-creative-activities-for-children-the-creation-station</ref>. In an age where children are exposed to electronic devices at an early age, using their hands and fingers to manipulate their tools helps to increase their hand strength, and helps to support their balance and movement<ref>https://www.thecreationstation.co.uk/inspiration/10-benefits-of-creative-activities-for-children-the-creation-station</ref>. Sensory development is an important aspect in creative activities. Children make sense of their world through interacting with their environment through their senses, and being able to work through these activities develops their observational skills, exploring different textures and gaining a greater understanding of their world<ref>https://www.thecreationstation.co.uk/inspiration/10-benefits-of-creative-activities-for-children-the-creation-station</ref>.  As creative activities are not as simple to complete, they assist in helping children make connections and introduce the concept of FAIL- ‘First Attempt in Learning’ <ref>https://www.thecreationstation.co.uk/inspiration/10-benefits-of-creative-activities-for-children-the-creation-station</ref>. Through the process of designing and making projects, the child gains confidence when their ideas are recognized and appreciated<ref>https://www.thecreationstation.co.uk/inspiration/10-benefits-of-creative-activities-for-children-the-creation-station</ref>.

= Tools and Resources =

=== '''Raising Children- Australian Parenting Website ''' ===

*Describes why creative acitvies are important for children and their development 
*Provides examples of such activities and what materials are needed
*Intended for parents and guardians of children 
*[https://raisingchildren.net.au/preschoolers/development/creative-development/preschooler-creative-activities#:~:text=Simple%20things%20like%20looking%20at,can%20spark%20your%20child's%20imagination.&text=Whatever%20creative%20ideas%20your%20child,child%20plenty%20of%20descriptive%20praise. Link] to website here

=== '''Firstcry Parenting ''' ===

*Educational blog ran by an OBGYN, available in several langauges including Hindi, Bangla and Marathi
*Has information divided by the child's age; 0-2 years, 2-4 years and 4+
*Has extensive list of examplars for creative activies, and sections for what you will need 
*Intended for parents and guardians 
*[https://parenting.firstcry.com/articles/15-best-creative-activities-for-kids/ Link] to website here 

Activities in Nature

*This [https://www.nationalgeographic.com/family/article/how-getting-outside-can-bring-out-the-explorer-in-your-kid article in National Geographic] lists 20,  A volunteer could build out details on these general ideas and add them to a new page on the ARRCC, along with ways to incorporate them into a community strategy.

= Promising Practices and Case Studies =

Examples from communities that have implemented tools focused on this objective

= Scorecard Building =

[[POD--Increase_Young_Childrens_Involvement_in_Creative_Activities|Possible Objective Details]]

[[PM--Increase_Young_Childrens_Involvement_in_Creative_Activities|Possible Measures]]

= Actions to Take =

Actions for Coalitions

Actions for Individuals

= Sources =

Increase Self-directed Exploratory Interactive Play & Movement

2024-11-18T02:55:11Z

BillBarberg:

Increase Parent Practices that lead to Pre-Literacy Skill Development

2024-10-30T01:17:12Z

BillBarberg:

Return to [[ZOOM_MAP--Enhance_Early_Brain_Development_in_Infants_&_Toddlers|ZOOM MAP--Enhance Early Brain Development in Infants & Toddlers]]   

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Pre-literacy skills include auditory processing, phonological awareness, conversation, storytelling, phonics perception, word recognition, knowledge of books and print, and letter name recognition. There is substantial evidence there is a critical period—around six months’ old—for learning the sounds of a language. Babies only learn language from humans speaking and singing to them, not by watching a video or listening to an audio recording.

([https://www.ted.com/talks/patricia_kuhl_the_linguistic_genius_of_babies?quote=906 https://www.ted.com/talks/patricia_kuhl_the_linguistic_genius_of_babies?quote=906]). The brain’s ability to process sound and speech, and retain sounds, words and meanings in long-term memory is critical for literacy later on.

Increasing parent support for sound processing and phonological awareness entails helping parents understand the importance of natural behaviors such as rocking their babies while saying nursery rhymes, bounces, tickles and finger plays, and singing simple songs. These rhythmic activities are essential.  

 

= Background =

'''Developing Sound Processing and Phonological Perception'''

Neuroscientific research has found that early music-making is highly correlated with reading achievement. Babies whose parents sing to them have more precise neural encoding of speech and better sound processing leading to early language development and enhanced communication. Babies who are rocked and bounced to the beat of songs and rhymes develop the ability to physically keep a steady beat (synchronization) and later will be better readers. Conversely, children who cannot keep a steady beat very often struggle with reading.

Research has advanced on understanding the development of pre-literacy capabilities of the brain. This [https://www.npr.org/sections/ed/2015/07/21/423260864/the-test-that-can-look-into-a-childs-reading-future short NPR story] shares of a promising test that is done as young as 3 years old that provides valuable insights on the development of precursors to reading and speech.  [https://communication.northwestern.edu/faculty/nina-kraus/ Nina Kraus], a professor of Neurobiology at Northwestern University is leading important reserach in this field. 
For a concise description of sound processing development, visit the Brainvolts website: <div class="arrcc">[https://brainvolts.northwestern.edu/reading/ https://brainvolts.northwestern.edu/reading/]</div> <div class="arrcc"> </div> For a meta-analysis of research studies about music training and auditory processing skills: <div class="arrcc">[https://www.scielo.br/pdf/acr/v24/en_2317-6431-acr-24-e2116.pdf https://www.scielo.br/pdf/acr/v24/en_2317-6431-acr-24-e2116.pdf]</div> <div class="arrcc"> </div>
'''The importance of singing for preschool children'''

Preschool-aged children need to sing songs, physically keep the beat, and clap rhythms of the words to enable sound processing and phonological perception. Both rhythm perception and letter-sound knowledge happen through phonological perception. Children with better pitch awareness have better letter-sound awareness. Later, when children learn phonics, and match letters with the sounds they represent in words, their brains actually grow new neural pathways between visual and phonological areas. Continued singing and rhythmic movement foster this growth while simultaneously motivating children to practice.
See video about how children’s brains learn to read (Neuroscientist Stanislas Dehaene):  <div class="arrcc">[https://youtu.be/wlYZBi_07vk https://youtu.be/wlYZBi_07vk]</div>
= Tools and Resources =
See video of Ann Kay: How to Use Singing to Enable the Brain for Reading for PreK and K <div class="arrcc">[https://youtu.be/s6Pph19dnUU https://youtu.be/s6Pph19dnUU]</div>
 
'''A Song a Day! Brain Prep for Pre-Readers''' Daily 15-minute lessons organized in 10 levels, each with five lessons.  See [https://www.rocknreadproject.org/new-page-3 website page]. The Rock ‘n’ Read Project <div class="arrcc">[https://www.rocknreadproject.org/ https://www.rocknreadproject.org/]</div>
 
The Rock ‘n’ Read Course Training for early childhood family educators <div class="arrcc">[https://www.rocknreadproject.org/resources-for-educators https://www.rocknreadproject.org/resources-for-educators]</div>  
= Promising Practices and Case Studies =

Examples from communities that have implemented tools focused on this objective

= Scorecard Building =

[[POD--Increase_Parent_Support_for_Pre-Literacy_Skill_Development|Possible Objective Details]]

[[PM--Increase_Parent_Support_for_Pre-Literacy_Skill_Development|Possible Measures]]

= Actions to Take =

Actions for Coalitions

Actions for Individuals

= Sources =

Minimize Exposure to Environmental Toxins

2024-10-22T13:49:53Z

BillBarberg:

'''Return to''' ''[[Top_Level_Strategy_Map|Top Level Strategy Map]]''     or     ''[[Objective_List|Objective List]]''
----

Brief Description

= Background =

Background content goes here

= Tools and Resources =

Solutions and Tools focused on this objective.

See resources from the [https://www.ewg.org/ Environmental Working Group]

= Promising Practices and Case Studies =

Examples from communities that have implemented tools focused on this objective

= Scorecard Building =

[[POD--Minimize_Exposure_to_Environmental_Toxins|Possible Objective Details]]

[[PM--Minimize_Exposure_to_Environmental_Toxins|Possible Measures]]

= Actions to Take =

Actions for Coalitions

Actions for Individuals

= Sources =

Increase Self-directed Exploratory Interactive Play & Movement

2024-10-19T00:55:46Z

BillBarberg:

Enhance Early Brain Development in Infants & Toddlers

2024-10-08T01:38:55Z

BillBarberg:

'''Return to''' ''[[Top_Level_Strategy_Map|Top Level Strategy Map]]''     or     ''[[Objective_List|Objective List]]''
----

Brief Description

= Background =

Early brain development is very influential in the rest of the lives of people.   This [https://www.youtube.com/watch?v=78NarH0i7RQ 2-minute video] is from a discussion between Oprah Winfrey and Dr. Bruce Perry. 

This is a good [https://www.earlyyears.tv/video/free-video-deborah-mcnelis-on-the-first-60-days/ 30-minute interview] with Neuro-Nurturing® expert, Deborah McNellis  

= Scorecard Building =

[[POD--Enhance_Early_Brain_Development_in_Infants_&_Toddlers|Possible Objective Details]]

[[PM--Enhance_Early_Brain_Development_in_Infants_&_Toddlers|Possible Measures]]

= Sources =

Increase Participation In Community Baby Showers and 1st Birthday Celebrations

2024-10-04T14:14:33Z

BillBarberg:

'''Return to''' ''[[ZOOM_MAP--Enhance_Early_Brain_Development_in_Infants_&_Toddlers|ZOOM MAP--Enhance Early Brain Development in Infants & Toddlers]]''

----

In order to help new parents and babies get connected to people, resources and things that will help with early childhood development, community organizations and individuals will host an annual (or semi-annual) community baby shower celebrations.  Communities will donate materials for a “Welcome Baby” bag for newborns.  The events will be a celebration of connections, accessing resources, and building relationships. 

= Background =

Add background about Greater Nashua Smart Start.

= Tools and Resources =

Solutions and Tools focused on this objective.

= Promising Practices and Case Studies =

Examples from communities that have implemented tools focused on this objective

= Scorecard Building =

[[POD--Increase_Participation_In_Community_Baby_Showers_and_1st_Birthday_Celebrations|Possible Objective Details]]

[[PM--Increase_Participation_In_Community_Baby_Showers_and_1st_Birthday_Celebrations|Possible Measures]]

= Actions to Take =

[[PA--Increase_Participation_In_Community_Baby_Showers_and_1st_Birthday_Celebrations|Actions for Coalitions]]

[[PAI--Increase_Participation_In_Community_Baby_Showers_and_1st_Birthday_Celebrations|Actions for Individuals]]

= Sources =

Increase Outreach to Invite Participation of Disadvantaged Parents

2024-10-04T14:14:03Z

BillBarberg:

'''Return to:''' [[Zoom_MAP_--_Increase_Participation_in_Community_Baby_Showers_&_1st_Birthday_Celebrations|''Zoom MAP -- Increase Participation in Community Baby Showers & 1st Birthday Celebrations'']]

----

Brief Description

= Background =

Work with food shelves, etc. 

= Tools and Resources =

Solutions and Tools focused on this objective.

= Promising Practices and Case Studies =

Examples from communities that have implemented tools focused on this objective

= Scorecard Building =

[[POD--Increase_Outreach_to_Invite_Participation_of_Disadvantaged_Parents|Possible Objective Details]]

[[PM--Increase_Outreach_to_Invite_Participation_of_Disadvantaged_Parents|Possible Measures]]

= Actions to Take =

[[PA--Increase_Outreach_to_Invite_Participation_of_Disadvantaged_Parents|Actions for Coalitions]]

[[PAI--Increase_Outreach_to_Invite_Participation_of_Disadvantaged_Parents|Actions for Individuals]]

= Sources =

Enhance Early Brain Development in Infants & Toddlers

2024-09-26T14:26:51Z

BillBarberg:

Increase Self-directed Exploratory Interactive Play & Movement

2024-09-24T13:11:12Z

BillBarberg:

Increase Donations to Gift and Resource Bags for Infants and Parents

2024-09-13T00:53:44Z

BillBarberg:

'''Return to:''' [[Zoom_MAP_--_Increase_Participation_in_Community_Baby_Showers_&_1st_Birthday_Celebrations|''Zoom MAP -- Increase Participation in Community Baby Showers & 1st Birthday Celebrations'']]

----

Brief Description

= Background =

Background content goes here

= Tools and Resources =

Solutions and Tools focused on this objective.

This [https://docs.google.com/document/d/1PyjQaUbYkY-jEjSBsTZZ06DpGpjfOUlWBYUo-U8ujZc/edit?usp=sharing document] shares ideas for "assists" and ways the the community can support Community Baby Showers. 

= Promising Practices and Case Studies =

Examples from communities that have implemented tools focused on this objective

= Scorecard Building =

[[POD--Increase_Donations_to_Gift_and_Resource_Bags_for_Infants_and_Parents|Possible Objective Details]]

[[PM--Increase_Donations_to_Gift_and_Resource_Bags_for_Infants_and_Parents|Possible Measures]]

= Actions to Take =

[[PA--Increase_Donations_to_Gift_and_Resource_Bags_for_Infants_and_Parents|Actions for Coalitions]]

[[PAI--Increase_Donations_to_Gift_and_Resource_Bags_for_Infants_and_Parents|Actions for Individuals]]

= Sources =

PM--Increase employers allowing mentoring on paid time

2024-09-02T20:14:06Z

BillBarberg:

'''Return to''''' [[Increase_employers_allowing_mentoring_on_paid_time|Increase employers allowing mentoring on paid time]]'' __NOTOC__

----

Brief Page Description

= Potential Measures =

As you add potential measures, please include a description, calculations for the measure and possible data sources

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| # of Employers that allow employees to do youth mentoring on paid time
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| Different employers may allow different amounts of time per month, but this will show a level of employer engagement. 
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| Verify each year if the employers on the list are still offering and sharing about this benefit
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| Google spreadsheet that list employers in the county and their status of paying for mentoring time. 
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PM--Increase employers allowing mentoring on paid time

2024-09-02T20:10:52Z

BillBarberg:

'''Return to''''' [[Increase_employers_allowing_mentoring_on_paid_time|Increase employers allowing mentoring on paid time]]'' __NOTOC__

----

Brief Page Description

= Potential Measures =

As you add potential measures, please include a description, calculations for the measure and possible data sources

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| # of Employers that allow employees to do youth mentoring on paid time
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| Different employers may allow different amounts of time per month, but this will show a level of employer engagement. 
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| Verify each year if the employers on the list are still offering and sharing about this benefit
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| Google spreadsheet that list employers in Sebastian County and their status of paying for mentoring time. 
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PM--Increase employers allowing mentoring on paid time

2024-09-02T20:10:32Z

BillBarberg:

'''Return to''''' [[Increase_employers_allowing_mentoring_on_paid_time|Increase employers allowing mentoring on paid time]]'' __NOTOC__

----

Brief Page Description

= Potential Measures =

As you add potential measures, please include a description, calculations for the measure and possible data sources

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| # of Employers that allow employees to do youth mentoring on paid time
|  
| Different employers may allow different amounts of time per month, but this will show a level of employer engagement. 
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| Verify each year if the employers on the list are still offering and sharing about this benefit
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| Google spreadsheet that list employers in Sebastian County and their status of paying for mentoring time. 
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PM--Increase employers allowing mentoring on paid time

2024-09-02T20:10:06Z

BillBarberg:

'''Return to''''' [[Increase_employers_allowing_mentoring_on_paid_time|Increase employers allowing mentoring on paid time]]'' __NOTOC__

----

Brief Page Description

= Potential Measures =

As you add potential measures, please include a description, calculations for the measure and possible data sources

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| # of Employers that allow employees to do youth mentoring on paid time
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| Different employers may allow different amounts of time per month, but this will show a level of employer engagement. 
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| Google spreadsheet that list employers in Sebastian County and their status of paying for mentoring time. 
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PM--Increase employers allowing mentoring on paid time

2024-09-02T20:09:45Z

BillBarberg:

'''Return to''''' [[Increase_employers_allowing_mentoring_on_paid_time|Increase employers allowing mentoring on paid time]]'' __NOTOC__

----

Brief Page Description

= Potential Measures =

As you add potential measures, please include a description, calculations for the measure and possible data sources

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| # of Employers that allow employees to do youth mentoring on paid time
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| Different employers may allow different amounts of time per month, but this will show a level of employer engagement. 
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| Google spreadsheet that list employers in Sebastian County and their status of paying for mentoring time. 
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POD--Increase employers allowing mentoring on paid time

2024-09-02T20:04:23Z

BillBarberg:

'''Return to''''' [[Increase_employers_allowing_mentoring_on_paid_time|Increase employers allowing mentoring on paid time]]'' __NOTOC__

----

Brief Page Description

= Examples of a Description for this Objective =

Employers can strengthen the communities in which they operate by allowing their employees to have paid time off to help mentor young people in the community. It is difficult to find people who have the time and the means to show up and help the youth.  One way to find more mentors is having employers allow the employees to use a certain amount of their paid time to participate in a mentoring program. The employer will benefit from having employees who appreciate working for a company that enables them to serve others. This could lead to higher employee retention which is valuable to employers. The employer will also benefit from an improved reputation in the community as an organization engaged in improving the community in which they operate.

.

= Examples of a From-To Gap =

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=== Desired State ===

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| People who could be mentors are very busy and struggle to find time to be a mentor. 
|  
| Employers allow their employees to take some time (perhaps 4 hours per month) to do mentorship activities.  
|-
| Businesses that would benefit from a successful mentorship program in the community don't see how they can help.
|  
| Businesses (employers) are playing a valuable role in positive youth development by enabling and encouraging their employees to be mentors. 
|-
| Employers are not helping to recruit mentors.
|  
| By offering the benefit of paid time to mentor, employers are helping to recruit mentors.  
|-
| Employers struggle to retain good employees 
|  
| If an employer is giving the benefit of paid time to do mentorship, good employees may be more likely to stay with them and have greater job satisfaction. 
|-
| Businesses don't get any recognition for supporting mentoring. 
|  
| Every year, the local media does a feature story on businesses that support youth mentoring.  
|}

Type additional text here.

= Examples of Current Activity =

Type the text here

Increase employers allowing mentoring on paid time

2024-09-02T20:03:38Z

BillBarberg:

'''Return to''''' [[ZOOM_MAP_--_Increase_and_Improve_Mentorship_and_Peer_Support|ZOOM MAP --Increase and Improve Mentorship and Peer Support]]''

----

Employers can also strengthen the communities in which they operate by allowing their employees to have paid time off to help mentor young people in the community.

 

= Background =

Employers can strengthen the communities in which they operate by allowing their employees to have paid time off to help mentor young people in the community. It is difficult to find people who have the time and the means to show up and help the youth.  One way to find more mentors is having employers allow the employees to use a certain amount of their paid time to participate in a mentoring program. The employer will benefit from having employees who appreciate working for a company that enables them to serve others. This could lead to higher employee retention which is valuable to employers. The employer will also benefit from an improved reputation in the community as an organization engaged in improving the community in which they operate.

 

= Tools and Resources =

Solutions and Tools focused on this objective.

= Promising Practices and Case Studies =

Examples from communities that have implemented tools focused on this objective

 

 

= Scorecard Building =

[[POD--Increase_employers_allowing_mentoring_on_paid_time|Possible Objective Details]]

[[PM--Increase_employers_allowing_mentoring_on_paid_time|Possible Measures]]

= Actions to Take =

[[PA--Increase_employers_allowing_mentoring_on_paid_time|Actions for Coalitions]]

Actions for Individuals

= Sources =

Build Skills for Healthy Relationships

2024-08-31T22:41:46Z

BillBarberg:

'''Return to  '''''[[ZOOM_MAP--Improve_Positive_Youth_Development|ZOOM MAP--Improve Positive Youth Development]]''

----

Brief Description

= Background =

One of the major needs that has emerged from many strategizing sessions on how to improve positive youth development is the need for improving the relationship skills among youth.  In order to integrate tools for building positive relationships into many existing (or new) programs, this section of the ARRCC features a mix of free and relatively low-cost courses and tools. 

 

= Tools and Resources =

[[Healthy_Relationships_Toolkit|Healthy Relationship Tool Kit]] is a curriculum of materials that can be used in a variety of ways.  In addition to the detailed PDF curriculm with many embeded videos, social media posts and links to websites, there are areas for each topics to add more resoruces that can be used in different situations.  We welcome suggestions for adding more. 

*Initially developed by the Network for Eliminating Violence in Relationships (NEVR) in British Columbia. 
*Additional content provided by Big Sisters of Greater Vancouver    

 

'''Dibble Institute's Relationship Programs'''

*[https://dibbleinstitute.org/our-programs/relationship-smarts-plus-5-0/ Relationship Smarts PLUS 5.0]
**See above page for many details on the program.
**[https://dibbleinstitute.org/our-programs/relationship-smarts-plus-5-0/#ebp3707-91c1 Evidence for effectiveness]
*[https://dibbleinstitute.org/our-programs/love-notes-4-0/ Love Notes Version 4.0]
**See above page for many details on the program
**[https://dibbleinstitute.org/our-programs/love-notes-4-0/#ebp Evidence for effectivness]
*[https://dibbleinstitute.org/our-programs/emerging-relationships/ Emerging Relationships]  (for Grades 5 and 6)
**See above pae for details on this new program
**Evidence for effectivness is still developing, but Dibble Institute has a good track record of evidence for their other programs. 

 

= Promising Practices and Case Studies =

Examples from communities that have implemented tools focused on this objective

= Scorecard Building =

Possible Objective Details

Possible Measures

= Actions to Take =

Actions for Coalitions

Actions for Individuals

= Sources =

PM--Increase rewards & benefits given to mentors

2024-07-31T03:26:43Z

BillBarberg:

'''Return to''' [[Increase_rewards_&_benefits_given_to_mentors|''Increase rewards & benefits given to mentors'' ]]__NOTOC__

----

Brief Page Description

= Potential Measures =

As you add potential measures, please include a description, calculations for the measure and possible data sources

{| border="1" cellpadding="0" cellspacing="0" style="width:100%"
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| # of organizations active in contributing benefits for mentors
|  
| Annual measure for the # of organizations that are donating some type of coupon, pass, or other benefit to mentors and/or mentor-mentees. 
|  
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| Google spreadsheet
|-
| $ value of benefits used by mentors each year
|  
| Annual measure, ideally with a spreadsheet that gets uipdated quarterly based on the tracking of the benefits used. 
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=   =

PM--Increase rewards & benefits given to mentors

2024-07-29T16:12:27Z

BillBarberg:

'''Return to''' [[Increase_rewards_&_benefits_given_to_mentors|''Increase rewards & benefits given to mentors'' ]]__NOTOC__

----

Brief Page Description

= Potential Measures =

As you add potential measures, please include a description, calculations for the measure and possible data sources

{| border="1" cellpadding="0" cellspacing="0" style="width:100%"
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=== Measure ===

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=== Description ===

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=== Calculations ===

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=== Data Source ===

|-
| # of organizations active in contributing benefits for mentors
|  
| Annual measure for the # of organizations that are donating some type of coupon, pass, or other benefit to mentors and/or mentor-mentees. 
|  
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| Google spreadsheet
|-
| $ value of benefits used by mentors each year
|  
| Annual measure, ideally with a spreadsheet that gets uipdated quarterly based on the tracking of the benefits used. 
|  
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= Potential Data Sources =

{| border="1" cellpadding="0" cellspacing="0" style="width:100%"
|-
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=== Site ===

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=== Organization ===

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=== Date Added ===

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=== Comments ===

|-
| Text goes here
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|}

More text goes here.

Recognizing Healthy and Unhealthy Relationships (Resources)

2024-07-24T17:38:22Z

BillBarberg:

''Return to [[Healthy_Relationships_Toolkit|Healthy_Relationships_Toolkit]]''
== Lesson and Lesson Plan ==

Recognizing Healthy and Unhealthy Relationships

[[Lesson_Plan_1_Chapter_1_Module_1_Recognizing_Healthy_and_Unhealthy_Relationships.pdf|Link to Lesson Plan]]

Link to Lesson PDF

== Additional Resources ==

Resource Description

{| border="1" cellpadding="1" cellspacing="1"
|-
| '''Resource'''
| '''Type'''
| '''Description'''
| '''Comments'''
|-
|  
|  
|  
|  
|}

 

==   Last updated: April 4 ==

Recognizing Healthy and Unhealthy Relationships (Resources)

2024-07-24T17:34:26Z

BillBarberg:

''Return to [[Healthy_Relationships_Toolkit|Healthy_Relationships_Toolkit]]''
== Lesson and Lesson Plan ==

Recognizing Healthy and Unhealthy Relationships

[[Lesson_Plan_1_Chapter_1_Module_1_Recognizing_Healthy_and_Unhealthy_Relationships.pdf|Link to Lesson Plan]]

Link to Lesson

== Resource ==

Resource Description

{| border="1" cellpadding="1" cellspacing="1"
|-
| '''Resource'''
| '''Type'''
| '''Description'''
| '''Comments'''
|-
|  
|  
|  
|  
|}

 

== Resource  ==

Resource Description

{| border="1" cellpadding="1" cellspacing="1"
|-
| '''Resource'''
| '''Type'''
| '''Description'''
| '''Comments'''
|-
|  
|  
|  
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|}

  Last updated: April 4

Healthy Relationships Toolkit

2024-07-24T17:16:52Z

BillBarberg:

Return to [[Build_Skills_for_Healthy_Relationships|Build_Skills_for_Healthy_Relationships]]   

----

== Download or Access the Full Toolkits ==

This requires a free NEVR website registration

[https://nevr.org/course/healthy-relationships-young-adult-toolkit/ Youth Adult Toolkit]

==   ==

== '''Chapter 1 -- Healthy Relationships''' ==

'''Description: '''Chapter description goes here.

Module 1 - Recognizing Healthy and Unhealthy Relationships  ([[Recognizing_Healthy_and_Unhealthy_Relationships_(Pre-Teen,_CH1,_M1)|Pre-Teen Link]])  ([[Recognizing_Healthy_and_Unhealthy_Relationships_(Young_Adult,_CH1,_M1)|Young Adult Link]])

Module 2 - What is Communication   ([[What_is_Communication_(Pre-Teen,_CH1,_M2)|Pre-Teen Link]])  ([[What_is_Communication_(Young_Adult,_CH1,_M2)|Young Adult Link]])

Module 3 - Consent  ([[Consent_(Pre-Teen,_CH1,_M3)|Pre-Teen Link]])  ([[Consent_(Young_Adult,_CH1,_M3)|Young Adult Link]])

Module 4 - Boundaries  ([[Boundaries_(Pre-Teen,_CH1,_M4)|Pre-Teen Link]])  ([[Boundaries_(Young_Adult,_CH1,_M4)|Young Adult Link]])

 

== '''Chapter 2 -- ''' ==

'''Description: '''Chapter description goes here.

Module 1 - Relationship Violence  ([[Relationship_Violence_(Pre-Teen,_CH2,_M1)|Pre-Teen Link]])  ([[Relationship_Violence_(Young_Adult,_CH2,_M1)|Young Adult Link]])

Module 2 - What to do About Relationship Violence  ([[What_to_do_About_Relationship_Violence_(Pre-Teen,_CH2,_M2)|Pre-Teen Link]])  ([[What_to_do_About_Relationship_Violence_(Young_Adult,_CH2,_M2)|Young Adult Link]])

Module 3 - Society and Violence  ([[Society_and_Violence_(Pre-Teen,_CH2,_M3)|Pre-Teen Link]])  ([[Society_and_Violence_(Young_Adult,_CH2,_M3)|Young Adult Link]])

== '''Chapter 3 -- ''' ==

'''Description: '''Chapter description goes here.

Module 1 - How to Maintain a Healthy Relationship  ([[How_to_Maintain_a_Healthy_Relationship_(Pre-Teen,_CH3,_M1)|Pre-Teen Link]])  ([[How_to_Maintain_a_Healthy_Relationship_(Young_Adult,_CH3,_M1)|Young Adult Link]])

Module 2 - Relationship Skills  ([[Relationship_Skills_(Pre-Teen,_CH3,_M2)|Pre-Teen Link]])  ([[Relationship_Skills_(Young_Adult,_CH3,_M2)|Young Adult Link]])

Module 3 - Relationship with Ourselves  ([[Relationship_with_Ourselves_(Pre-Teen,_CH3,_M3)|Pre-Teen Link]])  ([[Relationship_with_Ourselves_(Young_Adult,_CH3,_M3)|Young Adult Link]])

Module 4 - Conflict Resolution  ([[Conflict_Resolution_(Pre-Teen,_CH3,_M4)|Pre-Teen Link]])  ([[Conflict_Resolution_(Young_Adult,_CH3,_M4)|Young Adult Link]])

== '''Chapter 4 --''' ==

'''Description: '''Chapter description goes here.

Module 1 - Peer Pressure  ([[Peer_Pressure_(Pre-Teen,_CH4,_M1)|Pre-Teen Link]])  ([[Peer_Pressure_(Young_Adult,_CH4,_M1)|Young Adult Link]])

Module 2 - Bullying  ([[Bullying_(Pre-Teen,_CH4,_M2)|Pre-Teen Link]])  ([[Bullying_(Young_Adult,_CH4,_M2)|Young Adult Link]])

== '''Chapter 5 --''' ==

'''Description: '''Chapter description goes here.

Module 1 - Basic Anatomy  ([[Basic_Anatomy_(Pre-Teen,_CH5,_M1)|Pre-Teen Link]])  ([[Basic_Anatomy_(Young_Adult,_CH5,_M1)|Young Adult Link]])

Module 2 - What is Sex  ([[What_is_Sex_(Pre-Teen,_CH5,_M2)|Pre-Teen Link]])  ([[What_is_Sex_(Young_Adult,_CH5,_M2)|Young Adult Link]])

Module 3 - Healthy Sexual Relationships  ([[Healthy_Sexual_Relationships_(Pre-Teen,_CH5,_M3)|Pre-Teen Link]])  ([[Healthy_Sexual_Relationships_(Young_Adult,_CH5,_M3)|Young Adult Link]])

Module 4 - Consent in Sexual Relationships  ([[Consent_in_Sexual_Relationships_(Pre-Teen,_CH5,_M4)|Pre-Teen Link]])  ([[Consent_in_Sexual_Relationships_(Young_Adult,_CH5,_M4)|Young Adult Link]])

== '''Chapter 6 --''' ==

'''Description: '''Chapter description goes here.

Module 1 - Looking at Cyberbullying  ([[Looking_at_Cyberbullying_(Pre-Teen,_CH6,_M1)|Pre-Teen Link]])  ([[Looking_at_Cyberbullying_(Young_Adult,_CH6,_M1)|Young Adult Link]])

Module 2 - What to do About Cyberbullying  ([[What_to_do_About_Cyberbullying_(Pre-Teen,_CH6,_M2)|Pre-Teen Link]])  ([[What_to_do_About_Cyberbullying_(Young_Adult,_CH6,_M2)|Young Adult Link]])

Module 3 - Sextortion and Grooming  ([[Sextortion_and_Grooming_(Pre-Teen,_CH6,_M3)|Pre-Teen Link]])  ([[Sextortion_and_Grooming_(Young_Adult,_CH6,_M3)|Young Adult Link]])

Module 4 - Making Online Friends  ([[Making_Online_Friends_(Pre-Teen,_CH6,_M4)|Pre-Teen Link]])  ([[Making_Online_Friends_(Young_Adult,_CH6,_M4)|Young Adult Link]])

Module 5 - How to Protect Myself Online  ([[How_to_Protect_Myself_Online_(Pre-Teen,_CH6,_M5)|Pre-Teen Link]])  ([[How_to_Protect_Myself_Online_(Young_Adult,_CH6,_M5)|Young Adult Link]])

Module 6 - Online Dating Sites and Apps  ([[Online_Dating_Sites_and_Apps_(Pre-Teen,_CH6,_M6)|Pre-Teen Link]])  ([[Online_Dating_Sites_and_Apps_(Young_Adult,_CH6,_M6)|Young Adult Link]])

== '''Chapter 7 --''' ==

'''Description: '''Chapter description goes here.

Module 1 - Adverse Childhood Experiences  ([[Adverse_Childhood_Experiences_(Pre-Teen,_CH7,_M1)|Pre-Teen Link]])  ([[Adverse_Childhood_Experiences_(Young_Adult,_CH7,_M1)|Young Adult Link]])

Create a Library of Things including Tools and Recreation Equipment

2024-05-21T22:16:22Z

BillBarberg:

''Return to [[Increase_Positive_Recreation_Opportunities_for_Youth|Increase Postive Recreation Opportunities for Youth]] or [[ZOOM_MAP--Increase_Positive_Recreation_Opportunities_for_Youth|ZOOM_MAP--Increase_Positive_Recreation_Opportunities_for_Youth]]''

----

Brief Description

= Background =

Background content goes here

= Tools and Resources =

Learn more about Libraries of Things (also called Tool Libraries) via the [https://sites.google.com/toollibraryalliance.org/tool/tool-library-alliance Tool Library Alliance] 

.

= Promising Practices and Case Studies =

Examples from communities that have implemented tools focused on this objective

= Scorecard Building =

Possible Objective Details

Possible Measures

= Actions to Take =

Actions for Coalitions

Actions for Individuals

= Sources =

Build Skills for Healthy Relationships

2024-05-13T22:24:30Z

BillBarberg:

''Return to [[ZOOM_MAP--Improve_Positive_Youth_Development|ZOOM_MAP--Improve_Positive_Youth_Development]]''

----

Brief Description

= Background =

Background content goes here

 

 

 

= Tools and Resources =

[[Healthy_Relationships_Toolkit|Healthy_Relationship_Tool_Kit]]

*Initially developed by NEVR
*Additional content provided by Big Sisters of Greater Vancouver    

 

'''Dibble Institute's Relationship Programs'''

*[https://dibbleinstitute.org/our-programs/relationship-smarts-plus-5-0/ Relationship Smarts PLUS 5.0]
**See above page for many details on the program.
**[https://dibbleinstitute.org/our-programs/relationship-smarts-plus-5-0/#ebp3707-91c1 Evidence for effectiveness]
*[https://dibbleinstitute.org/our-programs/love-notes-4-0/ Love Notes Version 4.0]
**See above page for many details on the program
**[https://dibbleinstitute.org/our-programs/love-notes-4-0/#ebp Evidence for effectivness]
*[https://dibbleinstitute.org/our-programs/emerging-relationships/ Emerging Relationships]  (for Grades 5 and 6)
**See above pae for details on this new program
**Evidence for effectivness is still developing, but Dibble Institute has a good track record of evidence for their other programs. 

 

= Promising Practices and Case Studies =

Examples from communities that have implemented tools focused on this objective

= Scorecard Building =

Possible Objective Details

Possible Measures

= Actions to Take =

Actions for Coalitions

Actions for Individuals

= Sources =

Build Skills for Healthy Relationships

2024-05-13T22:06:38Z

BillBarberg:

''Return to [[ZOOM_MAP--Improve_Positive_Youth_Development|ZOOM_MAP--Improve_Positive_Youth_Development]]''

----

Brief Description

= Background =

Background content goes here

 

 

 

= Tools and Resources =

[[Healthy_Relationships_Toolkit|Healthy_Relationship_Tool_Kit]]

*Initially developed by NEVR
*Additional content provided by Big Sisters of Greater Vancouver    

 

'''Dibble Institute's Relationship Programs'''

*[https://dibbleinstitute.org/our-programs/relationship-smarts-plus-5-0/ Relationship Smarts PLUS 5.0]
**See above page for many details on the program.
**Evidence for effectiveness
*[https://dibbleinstitute.org/our-programs/love-notes-4-0/ Love Notes Version 4.0]
**See above page for many details on the program
**[https://dibbleinstitute.org/our-programs/love-notes-4-0/#ebp Evidence for effectivness]
*[https://dibbleinstitute.org/our-programs/emerging-relationships/ Emerging Relationships]  (for Grades 5 and 6)
**See above pae for details on this new program
**Evidence for effectivness is still developing, but Dibble Institute has a good track record of evidence for their other programs. 

 

= Promising Practices and Case Studies =

Examples from communities that have implemented tools focused on this objective

= Scorecard Building =

Possible Objective Details

Possible Measures

= Actions to Take =

Actions for Coalitions

Actions for Individuals

= Sources =

Healthy Relationships Toolkit

2024-05-13T21:38:33Z

BillBarberg:

Return to [[Build_Skills_for_Healthy_Relationships|Build_Skills_for_Healthy_Relationships]]   

----

== '''Chapter 1 -- Healthy Relationships''' ==

'''Description: '''Chapter description goes here.

Module 1 - Recognizing Healthy and Unhealthy Relationships  ([[Recognizing_Healthy_and_Unhealthy_Relationships_(Pre-Teen,_CH1,_M1)|Pre-Teen Link]])  ([[Recognizing_Healthy_and_Unhealthy_Relationships_(Young_Adult,_CH1,_M1)|Young Adult Link]])

Module 2 - What is Communication   ([[What_is_Communication_(Pre-Teen,_CH1,_M2)|Pre-Teen Link]])  ([[What_is_Communication_(Young_Adult,_CH1,_M2)|Young Adult Link]])

Module 3 - Consent  ([[Consent_(Pre-Teen,_CH1,_M3)|Pre-Teen Link]])  ([[Consent_(Young_Adult,_CH1,_M3)|Young Adult Link]])

Module 4 - Boundaries  ([[Boundaries_(Pre-Teen,_CH1,_M4)|Pre-Teen Link]])  ([[Boundaries_(Young_Adult,_CH1,_M4)|Young Adult Link]])

 

== '''Chapter 2 -- ''' ==

'''Description: '''Chapter description goes here.

Module 1 - Relationship Violence  ([[Relationship_Violence_(Pre-Teen,_CH2,_M1)|Pre-Teen Link]])  ([[Relationship_Violence_(Young_Adult,_CH2,_M1)|Young Adult Link]])

Module 2 - What to do About Relationship Violence  ([[What_to_do_About_Relationship_Violence_(Pre-Teen,_CH2,_M2)|Pre-Teen Link]])  ([[What_to_do_About_Relationship_Violence_(Young_Adult,_CH2,_M2)|Young Adult Link]])

Module 3 - Society and Violence  ([[Society_and_Violence_(Pre-Teen,_CH2,_M3)|Pre-Teen Link]])  ([[Society_and_Violence_(Young_Adult,_CH2,_M3)|Young Adult Link]])

== '''Chapter 3 -- ''' ==

'''Description: '''Chapter description goes here.

Module 1 - How to Maintain a Healthy Relationship  ([[How_to_Maintain_a_Healthy_Relationship_(Pre-Teen,_CH3,_M1)|Pre-Teen Link]])  ([[How_to_Maintain_a_Healthy_Relationship_(Young_Adult,_CH3,_M1)|Young Adult Link]])

Module 2 - Relationship Skills  ([[Relationship_Skills_(Pre-Teen,_CH3,_M2)|Pre-Teen Link]])  ([[Relationship_Skills_(Young_Adult,_CH3,_M2)|Young Adult Link]])

Module 3 - Relationship with Ourselves  ([[Relationship_with_Ourselves_(Pre-Teen,_CH3,_M3)|Pre-Teen Link]])  ([[Relationship_with_Ourselves_(Young_Adult,_CH3,_M3)|Young Adult Link]])

Module 4 - Conflict Resolution  ([[Conflict_Resolution_(Pre-Teen,_CH3,_M4)|Pre-Teen Link]])  ([[Conflict_Resolution_(Young_Adult,_CH3,_M4)|Young Adult Link]])

== '''Chapter 4 --''' ==

'''Description: '''Chapter description goes here.

Module 1 - Peer Pressure  ([[Peer_Pressure_(Pre-Teen,_CH4,_M1)|Pre-Teen Link]])  ([[Peer_Pressure_(Young_Adult,_CH4,_M1)|Young Adult Link]])

Module 2 - Bullying  ([[Bullying_(Pre-Teen,_CH4,_M2)|Pre-Teen Link]])  ([[Bullying_(Young_Adult,_CH4,_M2)|Young Adult Link]])

== '''Chapter 5 --''' ==

'''Description: '''Chapter description goes here.

Module 1 - Basic Anatomy  ([[Basic_Anatomy_(Pre-Teen,_CH5,_M1)|Pre-Teen Link]])  ([[Basic_Anatomy_(Young_Adult,_CH5,_M1)|Young Adult Link]])

Module 2 - What is Sex  ([[What_is_Sex_(Pre-Teen,_CH5,_M2)|Pre-Teen Link]])  ([[What_is_Sex_(Young_Adult,_CH5,_M2)|Young Adult Link]])

Module 3 - Healthy Sexual Relationships  ([[Healthy_Sexual_Relationships_(Pre-Teen,_CH5,_M3)|Pre-Teen Link]])  ([[Healthy_Sexual_Relationships_(Young_Adult,_CH5,_M3)|Young Adult Link]])

Module 4 - Consent in Sexual Relationships  ([[Consent_in_Sexual_Relationships_(Pre-Teen,_CH5,_M4)|Pre-Teen Link]])  ([[Consent_in_Sexual_Relationships_(Young_Adult,_CH5,_M4)|Young Adult Link]])

== '''Chapter 6 --''' ==

'''Description: '''Chapter description goes here.

Module 1 - Looking at Cyberbullying  ([[Looking_at_Cyberbullying_(Pre-Teen,_CH6,_M1)|Pre-Teen Link]])  ([[Looking_at_Cyberbullying_(Young_Adult,_CH6,_M1)|Young Adult Link]])

Module 2 - What to do About Cyberbullying  ([[What_to_do_About_Cyberbullying_(Pre-Teen,_CH6,_M2)|Pre-Teen Link]])  ([[What_to_do_About_Cyberbullying_(Young_Adult,_CH6,_M2)|Young Adult Link]])

Module 3 - Sextortion and Grooming  ([[Sextortion_and_Grooming_(Pre-Teen,_CH6,_M3)|Pre-Teen Link]])  ([[Sextortion_and_Grooming_(Young_Adult,_CH6,_M3)|Young Adult Link]])

Module 4 - Making Online Friends  ([[Making_Online_Friends_(Pre-Teen,_CH6,_M4)|Pre-Teen Link]])  ([[Making_Online_Friends_(Young_Adult,_CH6,_M4)|Young Adult Link]])

Module 5 - How to Protect Myself Online  ([[How_to_Protect_Myself_Online_(Pre-Teen,_CH6,_M5)|Pre-Teen Link]])  ([[How_to_Protect_Myself_Online_(Young_Adult,_CH6,_M5)|Young Adult Link]])

Module 6 - Online Dating Sites and Apps  ([[Online_Dating_Sites_and_Apps_(Pre-Teen,_CH6,_M6)|Pre-Teen Link]])  ([[Online_Dating_Sites_and_Apps_(Young_Adult,_CH6,_M6)|Young Adult Link]])

== '''Chapter 7 --''' ==

'''Description: '''Chapter description goes here.

Module 1 - Adverse Childhood Experiences  ([[Adverse_Childhood_Experiences_(Pre-Teen,_CH7,_M1)|Pre-Teen Link]])  ([[Adverse_Childhood_Experiences_(Young_Adult,_CH7,_M1)|Young Adult Link]])

Increase Protective Factors among Members Children

2024-04-30T17:41:54Z

BillBarberg:

Return to [[ZOOM_MAP--Expand_Trauma-Informed_Faith_Communities|ZOOM MAP--Expand Trauma-Informed Faith Communities]]

----

Brief Description

= Background =

Background content goes here

= Tools and Resources =

Solutions and Tools focused on this objective.

The [[ZOOM_MAP--Increase_Positive_Recreation_Opportunities_for_Youth|Zoom Map--Increase Positive Youth Recreation Opportunities]] has multiple was to build positive social connections among youth as well as fun, multi-generational relationships.

= Promising Practices and Case Studies =

Examples from communities that have implemented tools focused on this objective

= Scorecard Building =

[[POD-Increase_Protective_Factors_among_Members_Children|Possible Objective Details]]

[[PM-Increase_Protective_Factors_among_Members_Children|Possible Measures]]

= Actions to Take =

Actions for Coalitions

Actions for Individuals

= Sources =

Build Neighborhood Social Connections & Safety

2024-04-30T17:05:23Z

BillBarberg:

Return to [[Zoom_MAP_--_Preventing_Trauma_in_the_Neighborhood|ZOOM MAP -- Preventing Trauma in the Neighborhood]]

----

Faith Communities are well-positioned to be a safe gathering spot for neighbors and an organization that can engage both their members and those on live in the area.  They often have buildings or property that could be used to build social connections among neighbors, and they can be part of connecting people to broader opportunities for positive social engagement. 

= Background =

Background content goes here

= Tools and Resources =

There [[ZOOM_MAP--Increase_Positive_Recreation_Opportunities_for_Youth|ZOOM MAP-- Increase Postive Recretaion Opportunities for Youth]] has many examples of the types of low-cost things that faith communities could help launch or participate in. 

Examples from communities that have implemented tools focused on this objective

= Scorecard Building =

[[POD-Build_Neighborhood_Social_Connections_&_Safety|Possible Objective Details]]

[[PM-Build_Neighborhood_Social_Connections_&_Safety|Possible Measures]]

= Actions to Take =

Actions for Coalitions

Actions for Individuals

= Sources =

Build Neighborhood Social Connections & Safety

2024-04-30T17:03:11Z

BillBarberg:

Return to [[Zoom_MAP_--_Preventing_Trauma_in_the_Neighborhood|ZOOM MAP -- Preventing Trauma in the Neighborhood]]

----

Faith Communities are well-positioned to be a safe gathering spot for neighbors and an organization that can engage both their members and those on live in the area.  They often have buildings or property that could be used to build social connections among neighbors, and they can be part of connecting people to broader opportunities for positive social engagement. 

= Background =

Background content goes here

= Tools and Resources =

There strategy map for [[Increase_Positive_Recreation_Opportunities_for_Youth|Increase Postive Recretaion Opportunities for Youth]] has many examples of the types of low-cost things that faith communities could help launch or participate in. 

Examples from communities that have implemented tools focused on this objective

= Scorecard Building =

[[POD-Build_Neighborhood_Social_Connections_&_Safety|Possible Objective Details]]

[[PM-Build_Neighborhood_Social_Connections_&_Safety|Possible Measures]]

= Actions to Take =

Actions for Coalitions

Actions for Individuals

= Sources =

Main Page

2024-04-30T15:05:12Z

BillBarberg:

= '''ACEs & Resilience Resource Commons for Communities (ARRCC)''' =

'''__NOTOC__'''

Welcome to the ARRCC. 

This is a free resource designed to help community coalitions and other stakeholders accelerate and enhance their efforts to have high-impact collaboration to minimize and address Adverse Childhood Experiences (ACEs), enhance early chldhood development, and increase positive experiences for children and youth. 

This [https://vimeo.com/466446981/a8e152dc6d 7-minute video] introduces some of the important approaches and techniques that this powerful information resource is based on. 

 

Coalitions can also learn more about these techniques and how to make the most of the content in this wiki by participating in the [https://www.insightformation.com/2022arrccan ARRCC Action Network]. 

 

Consult the [https://www.mediawiki.org/wiki/Special:MyLanguage/Help:Contents User's Guide] for information on using the wiki software.

 

 

{{#ev:vimeo|https://vimeo.com/440807625/da46a5f899}} 

==   ==

== We've made a lot of progress since launching this wiki in 2020.   ==

See updated demo/tours with these links. 

'''[https://vimeo.com/663952922/8e4bd1991d 15-minute updated tour]''' (December 2021)

'''[https://vimeo.com/664037880/b947a74e49 9 minutes tour of additional functionality] '''(January 2022)

[https://vimeo.com/679289648/60833b1869 7-minute tour focusing on faith communities]  (Feb. 2022)

'''Look up Bill Barberg on LinkedIn and send him a message to learn more or to be involved with developing and using this.'''

 

== How to Add New Pages ==

See menu item on the left.

 

==   ==

Increase Faith Communities that are Committed to Being Involved with Minimizing and Addressing Trauma

2024-04-30T03:35:40Z

BillBarberg:

Return to [[ZOOM_MAP--Expand_Trauma-Informed_Faith_Communities|ZOOM_MAP--Expand_Trauma-Informed_Faith_Communities]]

----

Brief Description

= Background =

Background content goes here

= Tools and Resources =

'''Gaining Clarity on Justice and Righteousness in the Bible'''

This eye-opening course on the Hebrew concepts of mišpāṭ (pronounced "mishpat" and often translated as "justice") and ṣᵊḏāqâ (often translated as "righteousness") is a valuable way to lay a scriptural foundation for prioritizing the call to love our vulnerable neighbors.  The 2 1/2-hour course teaches us to put on the "Mishpat Glasses" and see behind the English words and seeing the compelling applications for our lives and ministries today.

*[https://vimeo.com/930323003/958ce6c56f?share=copy Part 1: Understanding the Words]
*[https://vimeo.com/940563230/b8893f9ec9?share=copy Part 2: The Old Testament Uses]
*Part 3: .[https://vimeo.com/941066745/112e300c47 Justice and Righteousness in tne New Testament]

Even if you've studied justice in the scriptures for decades, you'll likely gain some new and powerful insights from this class. 

= Promising Practices and Case Studies =

Examples from communities that have implemented tools focused on this objective

= Scorecard Building =

[[POD-Increase_Faith_Communities_that_are_Committed_to_Being_Involved_with_Minimizing_and_Addressing_Trauma|Possible Objective Details]]

[[PM-Increase_Faith_Communities_that_are_Committed_to_Being_Involved_with_Minimizing_and_Addressing_Trauma|Possible Measures]]

= Actions to Take =

Actions for Coalitions

Actions for Individuals

= Sources =

Increase Faith Communities that are Committed to Being Involved with Minimizing and Addressing Trauma

2024-04-30T01:24:46Z

BillBarberg:

Return to [[ZOOM_MAP--Expand_Trauma-Informed_Faith_Communities|ZOOM_MAP--Expand_Trauma-Informed_Faith_Communities]]

----

Brief Description

= Background =

Background content goes here

= Tools and Resources =

'''Gaining Clarity on Justice and Righteousness in the Bible'''

This eye-opening course on the Hebrew concepts of mišpāṭ (often translated as "justice") and ṣᵊḏāqâ (often translated as "righteousness") is a valuable way to lay a scriptural foundation for prioritizing the call to love our vulnerable neighbors.  The 2-hour course teaches us to put on the "Mishpat Glasses" and see behind the English words and seeing the compelling applications for our lives and ministries today.

[https://vimeo.com/930323003/958ce6c56f?share=copy Part 1: Understanding the Words]

[https://vimeo.com/940563230/b8893f9ec9?share=copy Part 2: The Old Testament Uses]

Part 3: .Justice and Righteousness in tne New Testament

= Promising Practices and Case Studies =

Examples from communities that have implemented tools focused on this objective

= Scorecard Building =

[[POD-Increase_Faith_Communities_that_are_Committed_to_Being_Involved_with_Minimizing_and_Addressing_Trauma|Possible Objective Details]]

[[PM-Increase_Faith_Communities_that_are_Committed_to_Being_Involved_with_Minimizing_and_Addressing_Trauma|Possible Measures]]

= Actions to Take =

Actions for Coalitions

Actions for Individuals

= Sources =

PM--Increase Opportunities for Playing Carpetball

2024-04-29T18:55:53Z

BillBarberg:

Return to [[Increase_Opportunities_for_Playing_Carpetball]]

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= Potential Measures =

As you add potential measures, please include a description, calculations for the measure and possible data sources

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