Community Intervention in Indian Country

October 2010

About this Report

This report describes how community intervention practices are best implemented within tribal nations so as to strengthen all facets of tribal life including governance, nationhood, civic participation and community capacity and development. It explores ways in which policy makers within tribal nations can respond efficiently and effectively to a crisis that occurs within a community in their nation. Tribal leaders are more often than not the first responders in times of crisis and this report aims to equip tribal leaders with the tools necessary to meet the needs of their people in a time of hardship. Purpose This report explores two theories relevant to community intervention practices, including the Positive Youth Justice Model and the Community Readiness Model, in an effort to provide examples for tribal leaders to gain insight and knowledge on how to implement community intervention programs on the ground. This report can be useful for tribal nations seeking a how-to guide for developing their own community intervention projects. This report does not provide the only means for community intervention design, implementation and evaluation. However, it does provide initial tools and resources for tribal leaders and communities to begin to take control of their living conditions and community health. Acknowledgments The author and contributors are grateful to the Colorado State University Tri-Ethnic Center on Prevention Research for the publications they have produced and work they have done to promote their Community Readiness Model among American Indian tribal nations and Alaskan Native villages. This policy paper is sponsored and produced by the National Congress of American Indians (NCAI). NCAI was founded in 1944 in response to termination and assimilation policies that the United States government forced upon the tribal governments in contradiction of their treaty rights and status as sovereign nations. NCAI serves to secure for Indian peoples and their descendants the rights and benefits to which they are entitled; to enlighten the public toward a better understanding of Indian people; to preserve rights under Indian Treaties or agreements with the United States; and to promote the common welfare of American Indians and Alaska Natives. For more information, contact Ahniwake Rose at arose@ncai.org or 202-466-7767.

Table of Contents
Table of Contents .......................................................................................................................................... 3 What is Community Intervention?................................................................................................................ 5 Keys to successful community intervention ............................................................................................. 5 Some Initial Questions to Consider........................................................................................................... 6 Factors Affecting Community Intervention Programming ....................................................................... 7 Community Intervention Programming Goals .............................................................................................. 7 Community Intervention Model (CIM) ......................................................................................................... 8 Figure 1: Community Intervention Process ......................................................................................... 8 Step 1: Identify the Issue.......................................................................................................................... 8 Step 2: Define Community .................................................................................................................... 9 Step 3: Assess Community Resources and Readiness.............................................................................. 9 Figure 2: Example Questions for Community Assessment .................................................................. 9 Figure 3: Stages of Community Readiness .......................................................................................... 10 Figure 4: Stages of Community Readiness for Intervention Programs .............................................. 11 Step 4: Set Goals and Objectives............................................................................................................ 12 Step 5: Develop Strategies ..................................................................................................................... 12 Figure 5: Community Readiness and Community Development Strategies ...................................... 13 Step 6: Create a Timeline for Implementation of Intervention Strategies ............................................ 14 Step 7: Implement Intervention Action Plan ......................................................................................... 14 Step 8: Evaluation .................................................................................................................................. 14 Figure 6: Tribal Nation Community Intervention Model .................................................................... 15 Case Study: Juvenile Delinquency Intervention Programming ................................................................... 15 Figure 7: Behavioral Stages of Change ................................................................................................ 16 Resources .................................................................................................................................................... 17 Conclusion ................................................................................................................................................... 17 Glossary of Terms........................................................................................................................................ 18 References .................................................................................................................................................. 19

Executive Summary
Every tribal nation has had to confront a community tragedy at one point in time. Tragedies in tribal communities impact everyone within the community in some form and on some level. Creating a broad model to encompass all variations of tragedies, issues, and problems is challenging because no two tribal communities are alike. Each tribal nation has different strengths, weaknesses, and resources. Therefore, as researchers have consistently noted, what works in one community may be ineffective in another community.i Often tribal leaders have sought the assistance of consultants, intervention specialists, and even academics when a crisis happens. However, typically the response initiated by outsiders is only a temporary fix to systemic problems within the community. If real healing and sustainable change is to take root, tribal communities must have ownership over the programs and methods used to combat their social, political, and economic ailments. As Community Readiness Model architect Barbara Plested noted, this is not usually a reflection of the consultants expertise, rather its a result of the fact that it is rarely possible, in a short period of time, to acquire an understanding of the cultural nature and political climate of a community that is necessary to develop appropriate strategies and programs.ii Even when a tribe knows the solution to a problem faced by its community, it may not have the necessary tools to achieve that solution. This report outlines the Community Intervention Model (CIM) in a manner that will hopefully provide leaders with necessary first steps and best practices in order to act effectively and efficiently in the future. The CIM described at length on the following pages is an adaptation of the Community Readiness Model (CRM). The CRM was originally developed by the Tri-Ethnic Center for Prevention Research at Colorado State University to address community alcohol, drug, and substance abuse prevention; however, the CRM is now used in communities across the nation to address a gamut of social issues.iii Throughout the report, intervention and prevention plans are mentioned simultaneously. This does not mean intervention and prevention are the same. They are used to describe community prevention programs which may be implemented to compliment initial intervention initiatives to prevent further individuals within the community catching the problem contagion and engaging in harmful behavior. It is important to note that prevention is NOT intervention and vice versa they are different processes to address different stages of readiness of individuals or communities. It is also relevant to note that systemic change is different than community intervention, in that it offers an opportunity to enact change across systems policy systems, education systems, social service systems, information systems, technology systems. Although community interventions also aim to bring about systemic change, they recognize the importance of addressing individuals and individual organizations, single problems and single solutions. The key to a successful community intervention is matching the intervention to the readiness and awareness of the community it impacts, which means, depending on the situation, an intervention may address a single delinquent youth or, alternatively, the whole juvenile justice system within a tribal nation. Community interventions are issue specific and can be, but are not always, systemic sources of change.

What is Community Intervention?

At times community intervention can be a catch phrase for community change of all sorts. That is not true for purposes of this report. Here, community intervention is defined as a community effort resulting from continuous communication, cooperation, and collaboration among all facets of a tribal government, community, and nationthat works to end harmful behaviors of individuals, families, or groups within that community through a balance of support, accountability, trust, respect, spirituality, and tradition. Interventions differ from prevention strategies because they aim to help individuals already engaged in risky or harmful behavior. Intervention programs are most often a reflection of a communitys traditional, spiritual, cultural, political beliefs, and healing practices. For this reason, tribal nations that choose to adapt U.S. mainstream intervention models to their communities, must take extra care to ensure that these mainstream models are tailored to meet the specific needs of the tribal community and implement such models in accordance with the current awareness level and community climate.

Keys to successful community intervention

1) Outreach: Positive, constructive, purposeful and long-term relationships must be formed with individuals who are engaging in harmful behavior. 2) Programming: Programming is needed to develop necessary skills. Programming can include continuing education, employment, counseling, substance abuse treatment, family support, etc. Fostering healing and skill development will improve an individuals wellbeing and help that individual achieve his/her goals. 3) Partnerships: Partnerships among local police, tribal governments, local/state governments, non-profit organizations, Indian Health Service (IHS), Bureau of Indian Affairs (BIA), Department of Education, etc. are vital to successful interventions. 4) Family Involvement: Some of the most successful intervention programs will involve family programming that provides greater support, trust, and bonding opportunities for individuals engaged in harmful or risky behavior. In the beginning stages of a community intervention, tribal communities must recognize the inherent positive resources within their community that can be used to generate change. In addition, it is necessary to assess the protective and risk factors present in tribal communities that could be contributing to the harmful and risky behavior. Community members must work together to define their own needs and generate solutions to address the issue or crisis at hand. There must be community ownership in order for any intervention programming to take hold within a tribal community. Tribal leaders and members must be involved in all phases of intervention, from initiation to implementation and evaluation.iv Interventions must be a cultural match for the community within which they play out, i.e., they must be culturally and community specific and utilize local resources.v Resources do not always come in the form of money or capital but also include volunteerism, culture, creativity and vision.

Some Initial Questions to Consider

What strengths and resources are available to combat a crisis? Current prevention programs Community infrastructure (health/wellness centers, detention facilities, etc.) Desire to improve, create change Agencies for potential funding of intervention projects Outside organizations (YMCA, Boys & Girls Club, UNITY) Media (tribal TV station, newsletter, newspaper, website) What are the obstacles facing the community intervention project? Time of the year: Does it conflict with ceremonies, harvest festivals, or powwow? Funding Large target area Not enough educators, trained professionals, etc. Viewpoint, mindset of the population adverse to change Lack of civic engagement of tribal citizens Overload of crises What local partners are available to help implement intervention programming? Schools Health care providers Local/state government Non-profit organizations What facets of the community should be engaged? Are they supportive? Local law enforcement Teachers Elders Local and tribal leaders Youth What resources are needed to begin the project? Funding Education materials Volunteers Infrastructure

Factors Affecting Community Intervention Programming

Although risk factors may exist, to combat the immediate crisis or problem the community intervention program must not focus on the risk within the community, but rather the strengths and protective factors, therein highlighting the inherent positive attributes of culture, traditions, and belief systems for community members. The essence of intervention programs should be to empower individuals and enable them to be confident in their identities and proud of the communities from which they come.

Protective Factors for Stable Communities within Tribal Nations

1) 2) 3) 4) 5) Communities that emphasize positive social, cultural, and traditional norms Opportunities for networking and building long-term connections and supportive relationships Opportunities to become involved in positive activities Recognition and support for participating in positive activities Physical, spiritual, mental, and emotional developmentvi

Risk Factors for Communities within Tribal Nations

1) 2) 3) 4) 5) 6) 7) 8) 9) 10) Availability of illegal and/or addictive substances Availability of firearms Community laws or lack thereof Media portrayals of violence, historical trauma, etc. Lack of social mobility Extreme economic deprivation Lack of cultural preservation programming, policies, and laws Mental illness, lack of mental health resources Geographic isolation, feelings of hopelessness or isolation Families experiencing conflict and/or history of behavioral problems

Community Intervention Programming Goals

Always keep the goals of community intervention at the forefront of planning and implementation. The primary goal of community intervention is to stop individuals or groups from continuing to engage in harmful conduct by modifying their attitudes and behavior. The key ingredient of community intervention is community. Other goals that will improve the success of the community intervention include: 1) developing an open, positive, and comprehensive communication network within the community; 2) supporting positive behaviors and attitudes while making individuals responsible for continuing negative behavior; 3) strategizing across agencies to avoid duplication of services; and 4) determining which agency can best serve the community and individual(s) affected. It is necessary to assess all possible threats to the well-being of the individual or the community and provide on-going training, education, and employment opportunities and programming to at-risk individuals. It is important to recognize that, just as it took years for the stability of the community to be impacted by community crises, it may take substantial time to repair the situationchange will not happen overnight. However, the objective is to work towards healing and long-term sustainable stability while at the same time, taking immediate action to intervene before the current problem gets worse.

Community Intervention Model (CIM)

The Community Intervention Model (CIM) includes an eight step process, depicted in the following diagram and described in further detail on the following pages. CIM is adapted from the Community Readiness Model (CRM) created by the Colorado State University Tri-Ethnic Center on Prevention Research.

Figure 1: Community Intervention Process 2) Define Community 3) Assess Community Resources and Readiness

1) Identify the Issue

6) Create Timeline of Intervention Implementation

5) Develop Strategies/Action Plan

4) Set Goals & Objectives

7) Implement Intervention Action Plan

8) Evaluate Intervention Efforts

Community Change

Source: Adaptation of Community Readiness Model designed by the Colorado State University Tri-Ethnic Center on Prevention Research.

Step 1: Identify the Issue

Tribal leaders must work to identify the problem affecting the health and stability of the community and the violent, risky or harmful behavior that is causing or related to the problem. This step will also help tribal leaders identify individuals or groups engaged in this behavior and those who are at risk of succumbing to the contagion of the problem. In addition to identifying the target population, leaders can also identify corresponding agencies, services, and community organizations working on similar issues. Tribal leaders should keep in mind there may be a present problem, but also an identifiable underlying or source problem that should be addressed with long-term strategic planning.

Step 2: Define Community

This step will develop differently depending on the target population, availability of resources, and culture. Many leaders who work on the ground planning and implementing intervention programming find it easiest to define community when the definition is issue specific and a cultural match for the tribe. Defining community with respect to the issue may include a geographical area, a group within that area, an organization, an age group, or any other type of identifiable community within the tribe. Defining it this way also allows for culturally appropriate, tailored response mechanisms that take into consideration the context of individual tribal nations and their distinct communities.

Step 3: Assess Community Resources and Readiness

Assessing community resources and readiness is key to understanding how to effectively and efficiently match an intervention program with a community. Assessment of community resources means reaching out to individuals and leaders within the community to gauge the understanding, impact, and solutions to the problem. Community readiness is the degree to which a community is prepared to take on an issue. Assessing both community resources and readiness is a process that will define your community intervention planning. The process should assess six community characteristics: 1) current community efforts; 2) community knowledge of available resources; 3) leadership support; 4) community emotional climate; 5) community understanding of the issue; and 6) related resources. Example questions for the assessment of each characteristic are included in figure two.

Figure 2: Example Questions for Community Assessment

Current Efforts
How many programs address the issue? Are there any tribal or community policies that include the issue? Is anyone hosting events or making an effort to educate the community about the issue?

Community Knowledge of Efforts

Do community members know about any current programs, policies, events? Is there an active advertisement plan to educate community members about the efforts? How well attended are the events? Are programs utilized to their full capacity by community members?

Leadership Support
Are tribal and community leaders aware of the issue? How can they show active support?

Community Emotional Climate

How familiar is the community with this issue? What are the general feelings about the issue? What is the communitys attitude?

Community Understanding of Issue

Do community members understand causes of the issue, consequences, and how it impacts the entire community? Is there an active education effort about the issue

Related Resources
What are the local resources? How many people organizations are engaged in the discussion? Is there funding, infrastructure, time available?

During the assessment process, tribal leaders can call on the Tri-Ethnic Center to conduct a comprehensive Community Readiness Assessment. This model is very beneficial for evaluating the initial readiness stage of a community for long-term intervention and prevention programs. Figures three and four illustrate the Community Readiness Assessment.

Figure 3: Stages of Community Readiness

Source: Plested, Barbara et al. Community Readiness: A Handbook for Successful Change. (2006, April) Fort Collins, CO: Tri-Ethnic Center for Prevention Research.

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Figure 4: Stages of Community Readiness for Intervention Programs vii

Stage 1. Community tolerance Characteristics
Community norms encourage violent/harmful/risky behavior. However, norms may indicate that violent/harmful/risky behavior is appropriate for only certain groups and not for others (i.e., by gender, social class, age, etc.). Norms may indicate specific social contexts in which violent/harmful/risky behavior is appropriate. Community norms do not approve of violent/harmful/risky behavior. There may be no recognition that there is a local problem, or there could be some recognition or even full awareness of a problem but a feeling that nothing can/needs to be done about it.

2. Denial

3. Vague awareness

4. Preplanning

5. Preparation

There is recognition that violent/harmful/risky behavior is a local problem, but little or no specific knowledge of its extent and nature. Knowledge is limited to stereotypes and anecdotes. Leadership and motivation to do something about the problem is minimal. There is recognition that violent/harmful/risky behavior is a problem. Community leaders and/or a group of community members have discussed the situation and defined the problem, but do not necessarily have good information on factors influencing violent/harmful/risky behavior. There may be a committee, but there is no real planning of actions to address the problem. There is a definition of the local problem and an understanding of at-risk groups. There is general, anecdotal information about prevention and educational programs. There is a committee or identifiable group of leaders who are actively developing a plan of action and soliciting support for programming and community feedback. A program has been started and staff (paid or volunteer) are either in training or have recently been trained. Support from key leaders is positive and enthusiastic and community-wide support may also be evident. The program may still be considered on trial and has not yet been reviewed or evaluated, and the program has not been renewed or continued past initial period of support and funding. The program is currently running and has established funding. There has been a program around long enough to have experienced staff. There is little perceived need to expand or change the program. There may be some routine measurement of prevalence rates of substance use locally, but no in-depth evaluations of program effectiveness or of changing program needs. The standard program continues to receive support and is perceived by community leaders as useful and may also receive widespread support/recognition in the community at large. The original program has been evaluated and revised to some extent, and new programs to address new and related problem areas are being developed. Data on extent of the problem locally and on risk factors associated with substance use are collected periodically. A multi-objective program that identifies and targets specific groups engaging in violent/harmful/risky behavior in the community has been developed. The program receives support locally from community leaders and community members. Data on prevalence rates and risk factors are collected periodically and used by staff to adjust program goals and target high risk groups. Staffs are highly trained and periodically receive in-service training.

6. Initiation

7. Institutionalization

8. Confirmation/ expansion

9. Professionalization

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Step 4: Set Goals and Objectives

The next step is to set goals and objectives for the intervention programming (i.e., What will be the outcome of this community intervention?). Your goals and objectives should reflect the discussion and evaluation of your community assessment. Careful consideration of goals and objectives will provide for an easier, better planned community transition. A helpful tool to use is the S.M.A.R.T Objectives method. SMART stands for: Specific, Measureable, Achievable, Realistic, and Time-bound. Therefore, the S.M.A.R.T Objectives can be used to indentify valuable goals not to be forgotten during implementation of the intervention program.

Step 5: Develop Strategies

After completing the community assessment and goal setting processes, the next step is to develop strategies and create an action plan according to each. Tribal leaders should call on community stakeholders to assist in the intervention planning. These stakeholders might include tribal government leaders, cultural community leaders, non-profit organizations, local governments, Indian Health Service Agencies, corrections facilities, etc. This group of stakeholders must utilize the communitys strengths and resources, while acknowledging its concerns. This will be pivotal in the success of the intervention program and development of the communitys trust. Each intervention strategy will identify: 1) target population, 2) level of readiness, 3) responsible parties for the implementation, and 4) desired outcome. As tribal leaders seek out best practices to potentially implement in their communities, they must remember that best practices are only best for a community if they are culturally appropriate and congruent with its stage of readiness. Community readiness is issue specific, measureable, and may vary across different segments of the community, but once the community readiness level has been identified, it is time to craft an implementation strategy. The strategy for intervention must match the communitys level of readiness. Intervention programming that is too ambitious is likely to fail, because community members will be unresponsive to programs if they are neither ready nor comfortable with the level of change. Intervention programming can include: toolkits, resolutions, media campaign, policy changes, educational outreach, counseling, mental healthcare, family engagement strategies, and many more. Two types of outcomes guide strategy development during an intervention: short-term and long-term. Immediate, short-term outcomes of intervention programming include: improved access to culturally appropriate materials, increased awareness of risk factors, improved access to resources/services, established networks between agencies, governments, etc. Long-term outcomes of intervention programming include: increased capacity, identified community priorities, improved services, broader community knowledge, better attitudes, and improved beliefs and behavior. The following matrix shows how to combine the knowledge gained from readiness assessment and development strategies.

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Figure 5: Community Readiness and Community Development Strategies viii

Stage 1. Community tolerance Strategies and Goals
Small group and one-on-one discussions with community leaders in order to identify perceived benefits of violent/harmful/risky behavior and how norms reinforce it. Small group and one-on-one discussions on health, psychological, and social costs of violent/harmful/risky behavior with community leaders in order to change perceptions with those most likely to be part of the initiation set that begins development of programs. Educational outreach programs on health, psychological, and social costs of violent/harmful/risky behavior to community leaders and community groups interested in sponsoring local programs. Use of local incidents that illustrate harmful consequences of violent/harmful/risky behavior in one-on-one discussions and educational outreach programs. Educational outreach programs on prevalence rates of violent/harmful/risky behavior in communities within tribal nations and Native American population as a whole. Programs should include local incidents that illustrate consequences of violent/harmful/risky behavior. Local media campaigns that emphasize consequences of drug use. Educational outreach programs that include prevalence rates and correlates/causes of violent/harmful/risky behavior in the community to leaders and potential sponsors. Educational outreach programs that introduce the concept of intervention and illustrate specific intervention programs adopted by other communities with similar characteristics and problems. Local media campaigns emphasizing consequences of violent/harmful/risky behavior and ways of reducing risk factors through prevention and intervention programming. Educational outreach programs open to the general public on specific types of prevention and intervention programs, their goals, and how they are implemented. Educational outreach programs for community leaders and local sponsorship groups on intervention programs, goals, staff, requirements, and other start-up aspects of programming. Local media campaign describing benefits of prevention programming for violent/harmful/risky behavior. In-service educational training for staff on violent/harmful/risky behavior consequences, correlates and causes, and nature of problem in local community. Publicity efforts associated with kick-off program. Special meeting to provide update and review of initial program activities and community leaders and sponsors. Inservice educational programs on evaluation process, new trends in violent/harmful/risky behavior, and new initiatives in intervention programming. Trainers can be brought in or staff can attend conferences/programs of professional nature. Periodic review of intervention programs. Expand intervention programs and training to allow for targeted interventions with specific groups in the community. Results of research and evaluation activities of the intervention program are presented to the public through local media. Continue staff training and evaluation of program effect. Continue assessment of new violent/harmful/risky behavior related problems and reassessment of targeted groups within the community. Continue updates on program and results for community leaders and local sponsors.

2. Denial

3. Vague awareness

4. Preplanning

5. Preparation

6. Initiation

7. Institutionalization

8. Confirmation/ Expansion 9. Professionalization

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Step 6: Create a Timeline for Implementation of Intervention Strategies

Using the outcomes of the strategies developed in the previous step, tribal leaders should begin building a timeline that meets the goals and objectives of the community intervention. The timeline should be comprehensive and complement the steps previously. When developing a timeline, stakeholders should include regular stakeholders meetings, all dates relevant to goals and objectives, evaluation, results of evaluation, and presentation to the community. If a timeline includes these items it will help better facilitate the final evaluation of the programming and in assessing whether the initial objectives and goals were met. A timeline is necessary in order to hold intervention planners and staff accountable for the developed intervention programming strategies, but it can also be used to show community progress and change.

Step 7: Implement Intervention Action Plan

Finally, after intense preparation, assessment, planning, and development, it is time for implementation of the intervention programming. With the proper staff and/or trained volunteers, implementation should be a smooth transition for the community. The timeline should be used as a baseline for all intervention programming assessment. Regular updates on goals and objectives will increase the chances of a smooth transition and foster community stabilization. The timeline and implementation of the action plan should be flexible enough to meet community changes and needs. Figure 6 shows an example of intervention programming implementation for youth based on the Positive Youth Justice Model developed by the Coalition for Juvenile Justice.

Step 8: Evaluation
Evaluation and analysis of the intervention programming implemented in a tribal community is crucial to maintaining a successful community intervention. Evaluations and data collection in response to intervention and prevention programming will provide valuable resources in the future when the tribal government seeks funding or is facilitating advocacy efforts. Therefore, evaluation should not be an afterthought in the community intervention process. It should be at the forefront of the discussion when implementation begins, because the more comprehensive evaluation methods, the better able communities will be to assess change or stabilization. Evaluations are more than surveys; they can include attendance records, development of new programs, new patients, lower incarceration rates, or even the number of court cases. Ultimately, the evaluation should be a measurement of the goals, objectives, and outcomes established in earlier steps of the intervention process and should consider infrastructure, staff, and support. The evaluation process should include development of the tool (if needed), collection, recordation, and interpretation of data, as well as how the data will be presented to the public. Transparency throughout this process will improve communication and guide changes to the programming when necessary.

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Figure 6: Tribal Nation Community Intervention Model

Intervention Domains Work Education Domain-Specific 1 Example Job Readiness Computer Skills Activity Outcome

Resume Writing Workshop One-on-one skill building in HTML

Resume submitted to potential employer Can build their own website for business, etc. Build Relationships with frequency and stability Improve community housing

Relationships

Communication Skills

Mentoring Program

Community

Civic Improvement Campaign Physical Fitness Self-Expression

Habitat for Humanity or similar advocacy organization launched Aerobics Classes Mural Art Program

Health Creativity

Improved Health Community Attachment and Investment Understand traditional ways of belonging Improve World View Community Investment and preservation for future

Spirituality

Free Expression

Ceremony

Language Cultural Preservation

Language skills Traditional Dance

Language Class Teach Dance

Source: Butts, Jeffrey et al. (2010) Positive Youth Justice: Framing Justice Interventions Using the Concepts of Positive Youth Development. Washington, DC: Coalition for Juvenile Justice.

Case Study: Juvenile Delinquency Intervention Programming

The Coalition for Juvenile Justice in their report Positive Youth Justice: Framing Justice Interventions Using the Concept of Positive Youth Development, recommends the use of positive youth development (PYD) programming in order to institute effective community interventions for youth delinquents and offenders.ix The authors believe, a positive youth development framework would encourage youth justice systems to focus on protective factors as well as risk factors,
1

The intervention listed in the table (job readiness, computer skills, etc.) are merely examples. Ideally, a community intervention would employ multiple interventions within each of the nine intervention domains.

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strengths as well as problems, and broader efforts to facilitate successful transitions to adulthood.x Interventions must build trust within the community. For Example, the St. Regis Mohawk and Akwesasne Mohawk Police Department instituted a Positive Ticket Program whereby Police officers, teachers, tribal leaders, and elders all have the opportunity to distribute Positive Tickets when a youth does something to benefit the community. Every semester the students with the most tickets have the option to win an iPod. In addition, police officers started attending youth sporting events and community activities to show a positive police presence and break down community distrust of police. Looking specifically at the violent behavior of youth in reservation gangs, the following matrix identifies the stages of behavioral change that can be accounted for in a youth engaged in intervention programming.

Figure 7: Behavioral Stages of Change

Youth Workers Role (or other adult working with young people)
Increase awareness of need for change, personalize information on risks and benefits. Motivate, encourage to make specific plans. Assist in developing concrete action.

Concept/Stage

Definition

Example: Decreasing Reservation Gang Involvement

Participant actively engaged in reservation gang behavior and unwilling to see it as harmful. Participant beginning to think about the potential harm of reservation gang involvement. Participant discussing difficulties of reservation gang involvement with youth worker and ways to shift behaviors/activities. Participant actively attempting to engage in more positive activities (education, employment, life skills, etc.). Participant maintaining engagement in positive activities and making progress on other goals.

PreContemplation

Young Person is not thinking about or has explicitly rejected change.

Contemplation

Preparation (Planning, Decision, Determination) Action

Young Person is thinking about change, and perhaps seeks out some program, may respond to some positive suggestions from staff. Young person and staff talk about what it would take to make change happen and what the young person wants in the future.

Implementation of specific action plans. Assist with feedback, The young person begins to take positive problem-solving, social steps toward improving his or her life support, reinforcement. through practice (trial and error) in the context of a plan that staff and the young person have discussed in detail. Through ongoing staff support during Assist in coping, Maintenance difficult times and new cooperative reminders, finding efforts, the young person is achieving alternatives, avoiding concrete improvement in his or her life, slips/relapses (as moving demonstrably toward achieving applies). self-sustaining lifestyle and living out of harms way. Source: Roca, 2008. Five Year Business Plan FY 2009-2013. p. 30.

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Resources
If your resources are limited consider partnering with local/state governments or non-profit organizations. The benefit of collaboration to combat a crisis is evident in the access to shared resources. It is also important to acknowledge that tribes can start forming these collaborations and partnerships now! Tribes DO NOT have to wait until tragedy strikes in order to be prepared for responding to a crisis. Tribes should start fostering such relationships as soon as possible so they can respond effectively and efficiently if crisis strikes their community in the future.

Conclusion
Clearly a successful community intervention requires a multitude of people working together representing all facets of the community to create change. This model combines the resources available to assist tribal leaders in their efforts to improve community wellness. Although the model seems overwhelming upon initial reading, completing each step thoroughly will ease the process and build relationships between those taking part in the process. Tribal leaders are encouraged to think now, before a community crisis presents itself, about potential community responses and opportunities to react quickly. The best intervention programming will be in those communities that are aware there is always need for adequate, responsible, culturally-relevant action in a time of crisis.

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Glossary of Terms
Community Climate: assessing a communitys initial response to social issues based on: 1) existing prevention efforts, 2) community knowledge of programming, 3) leadership, 4) knowledge about the problem, and 5) resources for prevention. Community Intervention: a community organized initiative to end a risky, harmful behavior. Community Mobilization: the process of channeling resources in a community (people, goods and services, time, and money). Community Participation: activities, programs, discussions, etc. that aim to bring about planned sustainable change within a community. Community Readiness: the degree to which a community is prepared to take on an issue. Intervention: any action meant taken to stop individuals or groups presently engaging in harmful behavior and their families in various ways with the intent to modify their behavior and attitudes. Postvention: prevention measures that are taken after a crisis or traumatic event to reduce the risk to those who have witnessed or been affected by the tragedy. Prevention: any action to prevent further contagion of risky, harmful behavior. S.M.A.R.T Objectives: Specific, Measureable, Achievable, Realistic, and Time-bound objectives or goals Youth: individuals who have reached the stage in life where they are physically capable of assuming adult roles, usually between the ages of 15 and 24, although different communities and tribal nations may frame this differently.

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References
i

Pleasted, Barbara A et al. Community Readiness: A Tool for Effective Community-Based Prevention. The Prevention Researcher. (5):2 1998, pp. 5-7. ii Pleasted, Barbara A et al. Community Readiness: A Tool for Effective Community-Based Prevention. The Prevention Researcher. (5):2 1998, pp. 5-7. iii Pleasted, Barbara A et al. Community Readiness: A Tool for Effective Community-Based Prevention. The Prevention Researcher. (5):2 1998, pp. 5-7. iv Fanaselle, Wendy. Community-based Fire and Burn Injury Intervention, Native American Communities: Enable So You Can Empower. 1993. v Vernon, Irene S. and Pamela Jumper-Thurman. Prevention of HIV/AIDS in Native American Communities: Promising Interventions. Public Health Reports. 117(1): 2002. Pp96-103. vi Catalano, Richard F. et al. School and Community Interventions to Prevent Serious and Violent Offending. Juvenile Justice Bulletin. October 1999. p. 4. vii Donnermeyer, Joseph et al. Community Readiness and Prevention Programs. Journal of the Community Development Society. 28:1 1997 pp. 79-80. viii Source: Donnermeyer, Joseph et al. Community Readiness and Prevention Programs. Journal of the Community Development Society. 28:1 1997 pp. 79-80. ix Burton, Jeffrey A., Gordon Bazemore, & Aundra Saa Meroe (2010). Positve Youth JusticeFraming Justice Interventions Using the Concepts o fPositive Youth Development. Washington, DC: Coalition for Juvenile Justice. Pp.7 x Burton, Jeffrey A., Gordon Bazemore, & Aundra Saa Meroe (2010). Positve Youth JusticeFraming Justice Interventions Using the Concepts o fPositive Youth Development. Washington, DC: Coalition for Juvenile Justice. Pp.7

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