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2015-2016EvaluationReportforENLACECOMUNITARIOMay2016CharlaHenley,MACandidate,LatinAmericanStudiesMelissaDenetdale,BACandidate,CriminologySoniaBettez,PhD,RWJFCenterforHealthPolicyatUNMNMEVALUATIONLABUniversityofNewMexicoIntroductionEnlaceComunitario,anorganizationthatservestheLatinocommunityinAlbuquerque,NewMexico,promoteshealthyLatinofamiliesthroughcomprehensiveIntimatePartnerViolence(IPV)interventionandpreventionservicesandprograms.TheirYouthLeadersProgramisanimportantpreventioninitiative.TheYouthLeadersprogramworkswithLatinoyouth,ages12through20,whomayormaynothavewitnesseddomesticviolenceintheirhomesorpreviouslyreceivedinterventionservices.Throughfour,two-hourlongtrainingsessionsatEnlaceComunitario,theYouthLeadersProgramhelpsdevelopaLatinoyouth’sleadershipskills,whilehelpinghimorherunderstandintimatepartnerviolenceandhealthyrelationships.TrainedYouthLeaderseducatetheirpeersinthelocalcommunityabouthealthyrelationshipsbyconductingworkshopsinschools,communitycenters,andpartnerorganizations.EachYouthLeaderconductsaminimumoffiveworkshopsperyear.SomepartnerorganizationsandschoolshaveallowedYouthLeaderstopresentmultipletimesperyearinthesameclassrooms,whichhelpstheYouthLeadersbuildrapportwiththeclassandbuildknowledgeovertime.Forexample,CienAguasInternationalSchoolhastheYouthLeaderspresentoncepermonthfortheentireschoolyear.WhentheYouthLeaderspresentmultipletimesinthesameclassrooms,thepresentationsbuildoffoneanothersostudentsusewhattheylearnedinthepreviouspresentations.ObjectiveInthisreport,wereviewtheprocess,findings,andrecommendationsoftheNMEvaluationLab’sevaluationoftheYouthLeadersProgramatEnlaceComunitario.Ourevaluationsoughttofindsupportforthefollowinggoals/questions:
• TheimpactofEnlaceComunitario’sYouthLeadersProgramontheYouthLeadersthemselvesasaresultoftheirtrainingandparticipationintheprogram,
• TheimpactoftheYouthLeadersProgramontheschools,otheryouth,andthecommunitieswhereYouthLeaderspresentthroughoutAlbuquerque,and
• TheYouthLeaders’andpartnerorganizations’ideasonhowtheprogrammayimprove,grow,andexpand.
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EvaluationApproachTheevaluationconsistedofthefollowingactivities:
• ReviewofevaluationformsfromYouthLeaderspresentations,• Reviewoftheprogramcurriculum,• FocusgroupwiththeYouthLeaders,• BriefsurveyoftheYouthLeaderswhoparticipatedinthefocusgroup,and• Surveyofsomeoftheprogram’spartners.
Thedifferentactivitiesallowedustoevaluatetheprogramfromvariousanglesandperspectives.Thefocusgroupprovidedthemaindatafortheevaluation.SincethecurrentYouthLeadersmeettwicemonthly,EnlaceComunitariostaffselectedthepresentcohortofYouthLeaderstoparticipateinthefocusgroup.WedesignedthequestionsforthefocusgroupincollaborationwithEnlaceComunitariostaffandaYouthLeaderrepresentative.IncompliancewithNMEvaluationLabandEnlaceComunitarioregulations,priortoparticipation,EnlaceComunitariostaffobtainedtheYouthLeaders’signedparentalconsent.Thefocusgrouplasted2hours.EnlaceComunitariostaffprovidedfood,transportation,andasmallcashincentive.Becauseoftheagerangeofourparticipants,wedesignedthefocusgrouptoallowformaximummovementandinteraction.TheYouthLeadersansweredquestionsingroupsoftwo,four,andasawhole.Participantsinboththesurveyandthefocusgroupunderstoodthattheywouldnotbeidentifiedasrespondents.
InteractiveFocusGroup
TheYouthLeadersProgramcurriculumusesmanyinteractivelessonstopreparetheYouthLeadersfortheirpublicpresentations.BecauseoftheseinteractivelessonsandthelivelypresentationstheYouthLeadersareusedtoperforming,weconfiguredourfocusgrouptobeasinteractiveaspossible(pleaseseethescript/outlineforthefocusgroupinAppendixA).Wehadtheyouthworkingroupsoftwo,three,andasawhole.Thestructuredactivitiesallowedtheyouthtovoicetheiropinionsinmanywaysandworktogether,aswellasindividually,inordertoelicitthehighestqualityfeedbackpossible.
Afteraquickice-breakerwhereweaskedforeachyouth’sname,yearinprogram,andexpectationforthefocusgroup,wemovedontothefirstactivity.Thefirstactivity,theSpeed-DatingActivity,groupedstudentsintopairsandhadthemconversingforjustoveraminutewithaquestiontosparktheconversation.Partnerstooknotesoncolor-codedindexcardsandthentapedthemtotheboardundertheappropriatequestionsothatafteraseriesofthreequestions,youthapproachedthelistsofanswersandcouldseewhattheirpeershadsaidandaddanynewideasthatmaynothavebeenmentioned.AsTable1shows,thequestionsinthisactivitypertainedtotwoofourthreeevaluationgoals.
Thesecondactivityorganizedstudentsintoslightlylargergroupsofthree.Thiswasasimplelist-makingactivity.Weaskedyouthtoapproachtheboardatthreeseparatelocationsandmakealistpertainingtotwodifferentquestions:onewithregardstoourfirstevaluationquestionandtheotherwithregardstothethirdevaluationgoal(seeTable1).YouthLeaderswereinitiallygiventhree(whicheventuallyexpandedtofive)minutesoneachlistandwereaskedtoswitchlistsafterthattimesotheycouldagainreviewwhatothershadlistedandadd
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anynewideas.ThisactivityseemedtoreallygettheYouthLeadersworkingtogethertogenerateideas.
Thethirdactivityhadstudentsintwolargergroups.ThiswastheYouthLeaders’favoriteactivityinthefocusgroupprocess.Thisactivityhadstudentsapproachapre-drawngingerbreadpersonandaddanycharacteristicsorattributesthatmakethePerfectYouthLeader.ThisactivitywasdirectlycorrelatedtoourfirstevaluationgoalandthisistheactivitythatsolicitedthemostinteractionamongYouthLeaders(seeTable1).
ThefinalactivityhadtheyouthworkingindividuallytoanswertwoquestionsaboutimprovementstheywouldliketoseetotheYouthLeadersProgram.YouthLeaderswrotetheirideasoncolor-codedindexcardssotheywouldnotlosetheirtrainofthoughtwhensharingtheirideaswiththegroup.ThislastactivitywascreatedtoensurewefulfilledtherequestofourEvaluationCoordinatorwhowantedtoknowhowlongtheYouthLeaderswantedtobeapartoftheprogramandwhatimprovementstheywantedtosee,whichwasevaluationgoalthree(seeTable1).
Table1.FocusGroupActivities,Questions,andGoalsAddressedbyeach
Activity Questions/Instructions EvaluationGoal/sSpeed-Dating:YouthLeadersinpairsanswerquestionsquicklyandjotdownnotesonindexcardsfordisplayonboard.
• InwhichgradesdoyoufeelyougetthegreatestparticipationasaYouthLeaderandwhy?
• WhatisthemostimportantthingthistrainingasaYouthLeaderhastaughtyou?
• Whatisthebiggestchangeyouhaveseenintheschoolswhereyouhavedoneyourpresentations?Thinkaboutthefirstpresentationyoureverdidincomparisontothemostrecentone.
• One:TheimpactofEnlaceComunitario’sYouthLeadersProgramontheYouthLeadersthemselvesasaresultoftheirtrainingandparticipationintheprogram.
• Two:TheimpactoftheYouthLeadersProgramontheschools,otheryouth,andthecommunitieswhereYouthLeaderspresentthroughoutAlbuquerque.
List-Making:YouthLeadersinthreegroupsmakinglistsonflipchartpaper.
• YouhavethreeminutesinthesegroupstolisttheskillsyouhavemasteredasaYouthLeader(skillsyouareverygoodat,orhavebetteredthroughYouthLeadertraining).
• Inthesesamegroups,youhavethreeminutestolist
• One:TheimpactofEnlaceComunitario’sYouthLeadersProgramontheYouthLeadersthemselvesasaresultoftheirtrainingandparticipationintheprogram.
• Three:TheYouthLeaders’ideasonhowtheprogram
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alltheskillsyouwishyouhad.Thisisyourwishlist.WhataresomeskillsthatcouldhelpyoumeetyourownpersonalgoalsorthegoalsoftheYouthLeaderprogrambetter?
mayimprove,grow,andexpand.
GingerbreadPerson:YouthLeadersintwolargergroupsworkingtogethertodraw.
• ApproachthegingerbreadpersonandaddcharacteristicstomakehimorhertheperfectYouthLeader
• One:TheimpactofEnlaceComunitario’sYouthLeadersProgramontheYouthLeadersthemselvesasaresultoftheirtrainingandparticipationintheprogram.
WrittenIndividualResponses:YouthLeadersindividuallywritingdownresponsesandthensharingtheirideaswiththegroup.
• WhatisoneimprovementyouwouldliketoseefortheYouthLeadersProgram?
• HowmuchtimeshouldaYouthLeadergettospendintheprogram?6months?Oneyear?Twoyears?Unlimited?Why?
• Three:TheYouthLeaders’ideasonhowtheprogrammayimprove,grow,andexpand.
Toclosethefocusgroup,wehadtheYouthLeadershelpusevaluateourselves.Weaskedifwehadmeteachoneoftheexpectationsthattheyhadmentionedatthestartofthefocusgroupandthenaskedforanyprosorconsofthefocusgroup.
NineYouthLeadersparticipatedinourfocusgroup.WeobservedthatalltheYouthLeadersappearedtoknowandbecomfortablewitheachother:talking,joking,andlaughing.Theyoutheagerlyfilledoutashortsurvey(seeAppendixA).Wenoticedtheyouthcommentingonthegenderquestionandhowtoanswerit.AtthebeginningofthegroupsomeoftheYouthLeadersappearedquietbutsoonengagedintheactivities,appearedconfident,answeredallthequestions,andfullyparticipated.
Themoreinteractivepartsofthefocusgroupelicitedthemostenthusiasmandparticipation,aswellasabitofcompetitionamongtheparticipants.Whenaskedtoreflectuponwhattheyhadwrittenontheboard,theyouthansweredthoughtfullyaddingideasthatweremissingandcomingupwithsuggestionsforenhancingtheprogram.
Wealsonotedthattheyouthstruggledagreatdealwithhowtospellorwriteoutwhattheyweretryingtosay.Whileallseemedtobeconfidentpublicspeakers,mostofthemlackedconfidenceintheirwrittencommunicationskills.ThiswasespeciallyevidentwhenYouthLeaderswereaskedtowriteontheboard.
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Overallthevarietyofactivities(speaking,writing,anddrawing,workingalone,indyads,intwogroupsandasalargegroup)allowedtheyouthtoparticipateindifferentwaysandthefacilitatorstocaptureeverybody’svoicesandopinions.TheYouthLeadersstatedthattheyalsolearneddifferentactivitiestheymayuseintheirfuturepresentations.
OverviewofFocusGroupParticipants
Thebriefsurvey(seeAppendixA)ofthefocusgroupparticipantsallowedustolearnabitmoreaboutthepresentcohort.ThenineYouthLeadersparticipatinginourfocusgrouprangedfrom16to21yearsofage;theaverageagewas18.OfthenineYouthLeaders,4werestudentsfromAtriscoHeritageAcademy,2fromHighlandHighSchool,1fromManzanoHighschool,1fromUNM,andonewithheldtheanswerorwasnotastudent.MostoftheYouthLeaderswerejuniorsinhighschool.Therewere3femalesand6malesinattendance.ThelengthoftimeintheprogramforeachYouthLeadervariedbetween1and4years,withanaverageof2years.TheYouthLeadersparticipatingweremostlyfirstorsecondgenerationimmigrants,withonly1beingthirdgeneration,andnoonefourthgenerationorhigher.
Thesurveyaskedoneopen-endedquestionaboutYouthLeaders’motivationsforjoiningtheprogram.33%ofparticipantsclaimedtheyweremotivatedtojointheYouthLeaderProgrambecauseofpersonalhistorywithIntimatePartnerViolence(IPV).OthernotablemotivationswerewantingtoincreaseknowledgeofIPVinthecommunity(22%)andhaveapositiveimpactonthecommunity(34%).MostYouthLeaderswereinspiredormotivatedtoparticipateintheprogramsotheycouldseeapositivechangeintheircommunityorbecausetheywerepersonallyaffectedbyIPVinthepast(SeeFigure1.).Figure1.MotivationsforParticipationintheYouthLeadersProgram
CreatedusingresultsfromthesurveyofYouthLeadersparticipatinginthefocusgroup.
PosieveChangeinCommunity
34%
PersonallyAffectedbyIPVinthePast
33%
IncreaseKnowledgeofIPVinCommunity
22%
Other11%
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LessonsLearnedfromtheFocusGroup
EvaluationGoal1:ImpactoftheprogramonYouthLeadersthemselvesasaresultoftheirtrainingandparticipationintheYouthLeadersprogram.
ThebiggestimpactsoftheprogramonthemselvestheYouthLeadersreportedwereontheirownattitudesandskills.WeutilizedWordle™,atoolforgenerating“wordclouds”fromtextprovidedthatgivesgreaterprominencetowordsthatappearmorefrequentlyinthesourcetext(www.wordle.net),toillustratetheYouthLeaders’responses.WiththeresponseswegatheredfromthethirdquestionintheSpeed-Datingactivity,thefirstquestioninthelist-makingactivity,andthecharacteristicsdrawninthegingerbreadpersonsinthethirdactivity(seeImage1andImage2),wecreatedaWordle™toillustratetheskillsYouthLeadersassociatewiththeirparticipationintheprogram(seeFigure2).
Image1.GingerbreadPersonOne Image2.GingerbreadPersonTwo
Image1and2createdbytheYouthLeadersintwogroupsforthethirdfocusgroupactivity.
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Figure2.SkillsYouthLeadersAssociatedwiththeirParticipationintheProgram
Figure2developedwithresponsestogingerbreadpersonactivityinactivitythreeAccordingtotheYouthLeaders’responsestothesecondSpeed-Datingquestion,“WhatisthemostimportantthingthistrainingasaYouthLeaderhastaughtyou?”,theprogramhastaughtthemtorecognizetheunhealthybehaviorsorwarningsignsfordatingviolenceandintroducedotherusefulskillssuchas:publicspeaking/presentationskills,confidence,communication,improvisation,leadershipskills(outspoken,notshy),reflectionskills,andpatiencewiththemselvesandtheirpeers.Throughthelist-makingandgingerbreadpersonactivities,morethanrecognizingthesignsofdatingviolence,theYouthLeadersstatethattheprogramhasalsotaughtthemthemeaningofleadership,howtobealeaderintheircommunities,totreateverybodyequally,tobeprepared,tocommunicate,torecognizeabuseandrespondthoughtfully/carefully,andtoreflectontheirownlives.
EvaluationGoal2:Impactontheschools,otheryouth,andthecommunities.
FromtheresponsesinthefirstandthirdquestionsintheSpeed-Datingactivity,YouthLeadersreportedtheyhavethegreatestimpactoneighthgradeandhighschoolstudentswhoaremorematureandtakethepresentationsseriously.TheYouthLeadersalsofindthatstudentsunderstandtheirpresentationsmoreovertime.SomeYouthLeadershavetheopportunitytovisitthesameclassroomsformultiplepresentationsthroughouttheyear,whichtheyreportedallowsforgreaterunderstandingofthematerial.OneoftheaddedideasthatcamefromtheYouthLeadersreviewingeveryone’sresponsesinthefirstactivitywasthatmorepresentationsequatetogreaterrespect,abilitytoidentifyabuseandrespondappropriately.OneYouthLeaderreportedthatovertime“thestudentslearnhowtobemorerespectful,notonlytowardsus,butalsotowardseachother,”workingmorerespectfullyingroupsandinactivitiesduringtheYouthLeaders’presentations.
AlsorevealedbythethirdquestionintheSpeed-Datingactivity,theYouthLeadershavenoticedthatawarenessofIntimatePartnerViolencehasincreasedintheclassroomstheyhavevisitedregularlyandrecognitionofabusivesituationshasimproved.Duringpresentations,Youth
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Leadersaskstudentstoidentifyunhealthybehaviorsinmanydifferentactivities,describingwhyscenariosareunhealthyandwhatcouldbedonedifferently.Intermsoftheincreaseofawarenessintheirenvironments,YouthLeadersreportedseeingmoreanti-abusepostersandsignsintheschoolswheretheypresent.OneYouthLeadermentionedthat“morepeopleknowaboutEnlaceComunitarioandYouthLeadersandtheprincipalasksforustopresentmorebecausehereceivedgoodfeedbackfromstudents.”
EvaluationGoal3:YouthLeaders’ideasonhowtheprogrammayimprove,grow,andexpand.Throughthelist-makingactivity,andintheindividualwrittenresponses,whenaskedtoexpresshowtheprogramshouldimprove,groworexpand,theYouthLeadershadlotsofofideas.TheWordle™belowshowsthattheYouthLeaderswantmorefromtheprogram.Moreefficienttransportationwasaverypopularsuggestion.YouthLeadersarealsolookingtohaveapresenceonlineviasocialmediaplatformsandtoexpandtheirprogramtootherareasoutsideofAlbuquerque.Theywanttobemoreinvolvedwithcommunityprojectsandarealsointerestedinreceivinglongertrainingininternetsafety,sexualsafety,andmediadeconstruction.Figure3.ImprovementsYouthLeaderswanttoseetotheYouthLeadersProgram
Figure3createdusingresponsestoquestiontwointhelistmakingactivityEnlaceComunitariohasstruggledtodeterminethelengththatYouthLeadersshouldstayintheprogram.Originallytheydesignedtheprogramtoallowthesameleaderstoparticipateforoneyearonly.Theyouth,however,askedtobeallowedtocontinueafterthefirstyear.WeaskedtheYouthLeaderstoanswerindividually,inwriting,howlongtheyshouldbeallowedtoremainintheprogram.Overall,theYouthLeadersfeltthattheyshouldbeallowedtobeYouthLeadersformorethanjustoneyear.YouthLeadersfeltthatoneyearwasnotenoughtimetohaveasmuchimpactasdesiredandsomefeltthattheprogramshouldkeepYouthLeaders“until[they]areofage”.Tablesummarizestheyouthresponses.
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Table2.SummaryofMostNotableResponsestoLengthofStayinProgram
Morethan1Year Until18“IthinkweshouldbeaYouthLeaderforaslongaswewant.Wedothisbecauseitisourpassionsowhylimitourpassion?”
“YoushouldbeabletobeaYouthLeaderuntil18soitcanbeteenssowhenwespeaktoteensandtheywillfeelmorecomfortableandunderstandbetter.Butiftheyareolderandiftheywanttohelpout,theyshouldbeableto.”
“Itshouldbeuntilyouwanttoleave.Unlimitedtime.Causewhatifyoulearnmorestuffandcausemaybetheywanttohelpotherpeople.”
“IthinkyoucanbeaYouthLeaderuntilyou'reofagebecauseaYouthLeadertakestimetomoldandmake.1yearor6monthsisn'tnearlyenough.”
“IthinkweshouldbeabletobeaYouthLeaderforupto3or4years,becausepeoplethinkyou'remorereliable.”
“Ifthereisalimititshouldbetillyouthinkyoudon'twanttodoitanymore.Oryouaren'tyoungenough.”
“Itshouldbemultipleyears,atleasttwo.Sometimesit'sbettertohavemoreexperienceandopportunitiestolearnmore.”
“Doesbeingaleaderhaveanexpirationdate?No,becauseit’suptothepersonandhowlongtheywanttokeephelpingout.”
Responsesfromquestiontwointhewrittenresponseactivity
LessonsLearnedfromaSurveyofPartnersandSupporters
Throughemail,wecontactedfivepartnersoftheYouthLeadersProgram(schools,anotheryouthprograminthecommunity,andacounselingcenter)selectedbystaffatEnlaceComunitarioandaskedthemtocompleteasurveythroughSurveyMonkey(seefullsurveyinAppendixB).ThethreepartnerswhorespondedsaidtheyweresatisfiedwiththeYouthLeadersprogramandwereeitherlikelyorhighlylikelytorecommendtheYouthLeaderspresentationstoapartnerorcolleague.WhenaskediftheywouldlikemoreinvolvementwiththeYouthLeadersProgram,allrespondedintheaffirmativeandmentionedthattheywouldliketoseetheYouthLeaderspresenttomorediverseaudiences,morefrequently,andatmorecommunityevents.
ThedesireforYouthLeaders’presentationstoexpandtoothervenuescorrespondstothewishesexpressedbytheYouthLeadersinthefocusgroup.Onerespondentstates,
IthinkthatthisisanamazingprogramwithrealpotentialtogrowYouthLeaderswithinourcommunity.BasedonmyexperiencewiththeYouthLeaders,Iwouldsaythatittakestimefortheyouthtobecomepolishedspeakers.TheYouthLeadersthathavebeeninvolvedforseveralyearsdoamazingwork,butsomeofthenewerYouthLeadersmayneedmoretimeintheprogramtorefinetheir
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skills.Thisistobeexpected,andoverall,theYouthLeadersProgramtrainsandpreparesthemwell.
ThisremarkfurthersupportsthecurrentYouthLeaders’argumentsthattheyshouldbeallowedtoserveformorethanoneyearandalloftheircommentsaboutthepublicspeakingskillstheyaregaining.
LessonsLearnedfromaReviewoftheYouthLeadersCurriculum
TheYouthLeadersProgramcurriculumbreakstrainingintofour,two-hoursessions.Thefirstsessionisdesignedtointroducepeersanddeveloptrust.Inthefirstsession,YouthLeaderslearnabouttheirrolesandresponsibilitiesasEnlaceComunitarioYouthLeaders.ThesecondsessiontrainsYouthLeaderstorecognizeunhealthybehaviors,intimatepartnerviolence,howtoengageinhealthyrelationships,andprovidesanintroductiontopresentinginpublic.ThethirdsessionallowsYouthLeaderstostrengthentheiroralpresentationskillsbygivingmockpresentationswithcommentsandsuggestionsfromtheirfellowYouthLeaders,someofwhomhavemanyyearsofexperience.Thefourthsessionisreservedforselfandpeerevaluationsonwhateveryonehaslearnedinthetraining.ThissessionreiterateswhatitmeanstobeaYouthLeaderatEnlaceComunitarioandallowsformorepresentationpractice.Eachsessionincludesactivities,videos,readings,examples,andreal-lifescenariosthathelpwithdevelopingleadershipskills,increasingself-esteemandpersonalpower,andbetterunderstandinghowtopreventandrespondtounhealthyrelationshipsandIPV.TheYouthLeaderslearntoidentifyabuse,genderedstereotypes,andthereoccurrenceofabuseandwhyithappens.ThetrainingallowstheYouthLeaderstopracticereachingouttothevictimandtheabuserinhypotheticalsituations.ItiswithintheseworkshopsthattheYouthLeadersareabletodiscovertheirpowerandtheimpactoftheirroleascommunityleaders.Bythefourthtrainingsession,theYouthLeaderscreateanactionplantobecomechangeagentsinthecommunityregardingtheissueofIntimatePartnerViolence.
LessonsLearnedfromaReviewoftheCurrentPresentationFeedbackForms
EnlaceComunitariocollectedanddigitallystoredinformationintheformofYouthLeadersPresentationEvaluationpage(seeforminAppendixC)aftereveryYouthLeaderpresentationsince2012.WewereabletopullthatdataintoSTATAsoftwareinordertoanalyzeoverallsatisfactionwiththepresentationsbetweentheyears2012and2015.Figure4inAppendixCshowshowpeopleansweredthequestionsabouthavingfun,knowledgeandpreparationofpresenters,andlearningaboutabuse.Theresponsestothesequestionswereoverwhelminglypositive.Furtheranalysisshowedthattheonlydistinguishabledifferenceintheresponsesthroughouttheyearswasthattheaudienceseemedtohavemorefunwatchingthepresentationsafter2012(Figure5).Whileitwashelpfultoknowthattheaudiencewassatisfiedwiththepresentations,Enlaceshouldconsidercollectinginformationthatwouldbemoreinformative,suchas:whatspecificallytheaudiencelearned,whetherthereisadifferenceinwhatislearnedinrelationtowhoispresenting,whetherornotlearningledtobehaviorchanges,etc.
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ConcludingRemarksandRecommendationsforFutureEvaluation
TheYouthLeadersappearedinvestedinthesuccessoftheirprogram.Theywerepassionateandconfidentaboutthedifferencetheyaremakinginthelivesoftheirpeersandintheircommunities.Additionally,theYouthLeadersnotedtheimpacttheprogramhashadontheirownwell-being.Asidefromtheskillsthey’veacquiredandtherelationshipsthey’vebuilt,someoftheYouthLeadersalsomentionedtheiruneasypastsandthehealingcomponentthatcomesalongwitheducatingothers(andoneself)aboutIntimatePartnerViolenceandhealthyrelationships.OurevaluationclearlyshowsthatEnlaceComunitarioismeetingthegoalsandobjectivesoftheYouthLeadersprogramwhenitcomestodevelopingleadershipandotherskillsintheparticipants,aswellasdevelopinginthemasenseoftheirvalueasyouthandcommunityleaders.
TheEnlaceComunitariopartners(aschoolandtwocommunityagencies)thatrespondedtothesurveyagreedthattheYouthLeadersProgramissuccessfulandtheywouldreadilyhostmorepresentationstotheirandothercommunityorganizations.Thepartnersstatedthattheprogramisteachingtheyouthskillsthatwillpreparethemforfuturesuccessandtocontinuetomakeadifferenceintheircommunities.Theseresponsescoincidewithourfindingsfromthefocusgroup.
YouthLeadersandpartnersalikeagreethattheprogramshouldextendformorethanoneyear,allowingparticipantstoremaininvolvedformanyyearsuntiltheydeemadequate(orreachtheageofmaturation).
ThegoalsoftheYouthLeaderscurriculumaretoteachparticipantsaboutidentifyingabuse,genderedstereotypes,andthereoccurrenceofabuseanditscauses.ThetrainingallowstheYouthLeaderstopracticereachingouttoavictimandanabuserinhypotheticalsituations.ThetrainingsessionshighlighttheYouthLeaders’powerandtheirroleascommunityleaders.Inthisevaluation,theimpactthetraininghashadonindividualYouthLeadershasbecomeevidentintheirtestimoniesandresponsestofocusgroupquestionsandinthepartners’comments.BecausethetrainingpreparestheYouthLeaderssowellforpublicspeaking,onerecommendationwehaveistoincludemoretraininginwrittencommunication.Throughthefocusgroup,wewereabletoseethattheYouthLeaderswereveryconfidentinspeakingandsharingtheirideasout-loud,butmanylackedconfidenceinspellingandsentencestructurewhenaskedtowrite.MoreresourcesandschoolsupportwasalsooneoftherequestedchangestheYouthLeaderswantedtoseeintheirprogram.Therefore,werecommendperhapsusinganadditionaltrainingsessionthatfocusesonwritingskillsandperhapsofferingtutoringtotheYouthLeadersaswell.
Anotherrecommendation,assuggestedabove,isthatEnlaceComunitariorevisetheYouthLeadersPresentationEvaluationpagetohighlightwhataudiencememberslearnfromtheYouthLeaders,whetherthereisadifferenceinwhatislearnedinrelationtowhoispresenting,whetherornotlearningledtobehaviorchanges,etc.
FutureevaluationcouldseekmoredetailabouthowthegraduatedYouthLeadersaredoingintheirlivesaftertheprogramandcouldseektoemployapreandpostevaluationbeforethe
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newcohortofYouthLeadersgetstartedsothattheprogramimpactscanbedisplayedmoreclearly.
EnlaceComunitarioisalsointerestedinevaluatingtheirHealthyRelatingcourseforadults(anotheroftheirpreventiveservices)andtheirinterventionservicestodemonstratethattheyareimplementingtrauma-informedpractices.BothoftheseareviableoptionsforfutureevaluationwiththeNMEvaluationLab.
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APPENDIXA
Part1.ScriptforFocusGroupwithYouthLeadersatEnlaceComunitario(Friday,Feb12,4-5:25pm)3:30pm Arriveandbeginsettingupchairsandtablestobetterfacilitatethe speeddatingactivity. Materialsneeded:FlipChartpapers,Markers,Pens/pencils,Survey Sheet,drawgingerbreadperson,flashcardsforSpeed-Dating,food4:00pm Welcome/BriefSurvey/Collectconsentforms/VerbalAssent Charlaintroducesthepurposeofthefocusgroup,thankseveryonefortheir participation,remindseveryonehowvaluabletheevaluationoftheprogramwill beforgainingfundersandcontinuingtheprogram,explainsthatthisisasafe environmenttoshareandthemaingoalistoprovidefeedbackon whatisworking/notworkingfortheYouthLeadersprogram.4:05pm Soniaintroductions/icebreaker Haseveryonesaytheirname,howlongthey’vebeenaYouthLeader,andone expectationtheyhaveforthefocusgroup(inafewwords).Startswithus (Charla,Melissa,Sonia)sowecangiveanexampleofwhatwemeanby expectations.
• Charla’s:findingouthoweachYouthLeaderhasbeenimpactedbytheprogram
• Sonia’s:thateveryonewillgiveustheirbestthinking/thoughtssowecanimprovetheprogram
• Melissa’s:toseehoweveryonehasbeenimpactedSoniaexplainsthattheexpectationswillbeusedtoguidethefocusgroupand
willberevisitedattheendtomakesurewecoveredeverything. Materialsneeded:onepieceofflipchartpaper,Melissawritesexpectationson flipchartpaperasYouthLeadersrespond4:20pm CharlaintroducesSpeedDatingActivity
CountoffYouthLeaders(1,2),handoutnotecards,explainthat“ones”willanswerfirst,andwillhaveuptooneminutetoanswer,andthen“twos”willdothesame,alsowithuptooneminutetoanswer.Duringthefirstminute,twoswilltakenotesoftheirpartnersanswers.Duringthesecondminute,oneswilltakenotes.Attheend,Melissawillcollecttheanswersandarrangethemontheboardbyquestionsowecanreviewthem.Anyquestions?
Materialsneeded:flashcards,writingutensils,tape,timer(phone)4:25pm Charla:Question1–Inwhichgradesdoyoufeelyougetthegreatest participationasaYouthLeaderandwhy?
[EvaluationGoal:Impactontheschoolsandotheryouth]
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Materialsneeded:flashcards,writingutensils,tape,timer(phone)
4:30pm Sonia:Question2–WhatisthemostimportantthingthistrainingasaYouth Leaderhastaughtyou? [EvaluationGoal:ImpactoftheprogramonYouthLeadersthemselvesasaresult oftheirtrainingandparticipationintheYouthLeadersprogram] Materialsneeded:flashcards,writingutensils,tape,timer(phone)4:35pm Charla:Question3–Whatisthebiggestchangeyouhaveseenintheschools whereyouhavedoneyourpresentations?Thinkaboutthefirstpresentation youreverdidincomparisontothemostrecentone. [EvaluationGoal:Impactontheschoolsandotheryouth] Materialsneeded:flashcards,writingutensils,tape,timer(phone)4:40pm SoniahasYouthLeadershuddlearoundtheboardandtake30secondstoreview answers.Ask1.)What’smissing?2.)Doyouhaveanyreactionsorcomments?4:45pm CharlabreaksYouthLeadersintotwogroups(offourorfive)byhavingthemcountoff. Question4–Youhavethreeminutesinthesegroupstolisttheskillsyouhave masteredasaYouthLeader(skillsyouareverygoodat,orhavebettered throughYouthLeaderstraining). Mentionthattheseareamazinglistsofskillsandthattheleadersshouldfeelso proud! [EvaluationGoal:ImpactoftheprogramonYouthLeadersthemselvesasaresult oftheirtrainingandparticipationintheYouthLeadersprogram]
Materialsneeded:flipchartpaper,markers,tape,timer(phone)4:50pm Sonia:Question5–Inthesesamegroups,youhavethreeminutestolistallthe skillsyouwishyouhad.Thisisyourwishlist.Whataresomeskillsthatcouldhelp youmeetyourownpersonalgoalsorthegoalsoftheYouthLeadersprogram better? [EvaluationGoal:YouthLeaders’ideasonhowtheprogrammayimprove,grow, expand]
Materialsneeded:flipchartpaper,markers,tape,timer(phone)4:55pm Charla:Question6–Approachthegingerbreadpersonandaddcharacteristicsto
makehimorhertheperfectYouthLeader(giveexamplefromRAexperience:(e.g.bigearsforgoodlistening)
Shouldtakeabout5minutestodrawand5todiscuss/addanythingthatis missing(canaskeveryonetoreflectforaminuteandgoaddsomethingifthere issomethingmissing)
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[EvaluationGoal:ImpactoftheprogramonYouthLeadersthemselvesasaresult oftheirtrainingandparticipationintheYouthLeadersprogramANDYouth Leaders’ideasonhowtheprogrammayimprove,grow,expand]
Materialsneeded:flipchartpaper,markers,gingerbreadperson(drawnduring setup)
5:05pm Charla:ReturnsallYouthLeaderstotheirseatsanddistributesindexcards.Asks YouthLeaderstwoquestions:
Question7—WhatisoneimprovementyouwouldliketoseefortheYouthLeadersProgram?
Question8—HowmuchtimeshouldaYouthLeadergettospendinthe program?6months?Oneyear?Twoyears?Unlimited?Why? [EvaluationGoal:YouthLeaders’ideasonhowtheprogrammayimprove,grow, expand] Materialsneeded:flashcards,writingutensils,tape,timer(phone)5:15pm Sonia:Explainshowhappywearewitheveryone’sparticipation.Thanksyouth forthefeedbackandrevisitstheoriginalicebreakerexpectations. Questions–didwecovereverything?Havestudentsreviewedalltheflipchart papers/lists/drawings.Isthereanythingelseweshouldknowaboutthe program?Howwouldyouimproveit/Whatwouldyoudodifferently? [EvaluationGoal:YouthLeaders’ideasonhowtheprogrammayimprove,grow, expand] Materialsneeded:Originallistoficebreakerexpectations
**Ifwehavetimewecanaskthemhowtheyfeltaboutourfocusgroup:what wouldtheydodifferently/whatdidtheylike/notlike/etc.
5:25pm TurnitovertoVirginiatointroducetheYouthLeaderCoordinatorcandidate. Part2.SurveyforthefocusgroupparticipantsTellusaboutyou!
1.) Dateofbirth__________________2.) Grade______3.) Schoolattending____________________4.) Gender(circletheoneyoumostassociatewith) M F T5.) HowlonghaveyoubeenaYouthLeader?_____months/years(circleone) 6.) ImmigrationGeneration(circleone)
a. ImmigratedtoU.S.asachildb. BorninU.S.;parentsimmigratedc. BorninU.S.;parentsbornU.S.;grandparentsimmigratedd. BorninU.S.withancestorswhoimmigratedmorethanthreegenerationsago
7.) Pleasetellusaboutwhatmotivated/inspiredyoutojointheYouthLeadersProgramatEnlaceComunitario.
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APPENDIXB
SurveyforPartnersEnlaceComunitario’sYouthLeadersandYourOrganization!EnlaceComunitarioisworkingwiththeNMEvaluationLabattheUniversityofNewMexicotoevaluatetheYouthLeadersProgram.TheNMEvaluationLabhelpsorganizationsimprovetheirprograms.EnlaceComunitarioisinterestedinunderstandinghowclientsandpartnersexperienceitsprograms,andyourparticipationinthissurveywillprovidevaluableinformationfortheprogram.Ifyouagreetoparticipate,pleaseanswerthefollowingsurveyquestionstothebestofyourability.Thesurveywilltakeupto15minutestoanswer.Pleaseunderstandthatyourparticipationisvoluntary,andyoucandecidetostopthesurveyatanytime.WemayshareyourfeedbackwithEnlaceComunitarioandwemayincludeitinwrittenreports.We,however,willde-identifytheinformationtomaintainconfidentiality.Therearenoknownrisksinthisstudy,butsomepeoplemayexperiencediscomfortwhenaskedquestions.Ifyouwouldlikemoreinformationaboutthisevaluationproject,ortheEvaluationLab,pleasefeelfreetocallMelissaBinderat(505)277-3548.
1. Whatisthenameofyouragency?2. Whatisyournameandtitle?3. HowoftendidyouinteractwithEnlaceComunitario'sYouthLeadersinthepastyear?
a. Notatallb. 1-4timesc. 5-8timesd. 9-12timese. 13ormoretimes
4. PleasedescribetheroleofYouthLeadersinyourorganization.5. Pleasedescribeyour/yourorganization'sroleintheYouthLeadersProgram(ex.
contributecurriculummaterials,solicitpresentations,etc.).6. PleaseratetheYouthLeaders'workwithyourorganizationusingthefollowingscale.
a. Veryunsatisfiedb. Unsatisfiedc. Neutrald. Satisfiede. Verysatisfied
7. HowlikelyisitthatyouwouldrecommendaYouthLeaderspresentationtoapartnerorganizationorcolleague?
a. Highunlikelyb. Unlikelyc. Neitherunlikelynorlikely
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d. Likelye. Highlylikely
8. WouldyouliketoseemoreinvolvementfromtheYouthLeadersortheYouthLeadersPrograminyourorganization?
a. Yesb. No
9. Ifyouanswered"yes"toquestion8,pleaseexplainhowyouwouldliketoseetheYouthLeaderscontributemoretoorgetmoreinvolvedwithyourorganization.
10. Isthereanyothercommentorfeedbackyou'dliketoleave?Ifso,pleasewriteithere.Ifyouneedmorespacethanwhatisavailable,[email protected].
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APPENDIXC
YouthLeaderPresentationEvaluationPresenter’sNameLocationofPresentation/EventNameOnascaleofonetofive(fivebeing“stronglyagree),towhatextent:
1. didyouhavefun?2. didthepresenterknowhisorhertopic?3. wasthepresenterprepared?4. didyoulearnaboutabuse?
Whatdidyouespeciallylikeaboutthepresentation?Whatdidn’tyoulike?Whatwouldyouchangeaboutthepresentation?Othercomments?ResultsFigure4.AudienceAgreesorStronglyAgreeswiththeStatements:
Youth Had Fun
Presenters Knew Topic
Presenters Were Prepared
Youth Learned About Abuse
90%
96%
95%
93%
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Figure5.AudienceAgreesorStronglyAgreeswithHavingFunduringthePresentation
84%
95%
91%
94%2015
2014
2013
2012