1. cultural competence and social work
    1. 164.67.121.27_files_downloads_Critical_Race_Theory_and_Cultural_Competence_Abramsand_Moio.pdf
  2. target
    1. All minority youth of our proposed audience
      1. with outcomes measured against the male population
    2. 1 Under represented youth
    3. 2 youth w/ not enough access to creative prorammin
    4. 3. youth w/ not enough access to digital technology
  3. Decision factors | How Application will be reviewed
    1. process
    2. Factor 1 (demonstrated) Background and Experience
      1. Knowledge of the problem (incl factors that place youth) at risk at local level
      2. Understanding of community policing and how it can operationalized
      3. Familiarity with problem-solving approaches (CDC Public Health Model & SARA)
      4. Extent to which applicant has access to communit(ies) | Well positioned and accepted
      5. Extent and documented outcomes of past efforts and activities w/ at risk minorities
      6. Applicant's capability to manage and evaluate the project re: applicant organization's exp. managing proj w/ at risk youth
    3. Factor 2: Objectives
      1. Merit of Objectives
      2. Relevance to MYVP
      3. Degree to which objectives are specific, measurable, achievable, realistic and time-phased
    4. Factor 3: Program Plan
      1. Subtopic 1
      2. Subtopic 2
      3. Subtopic 3
    5. strategy
    6. problem
    7. customer
    8. competitor
  4. myvp
    1. Grant requirements
      1. A collaborative partnership that includes at minimum one public health agency and one law enforcement agency (one of which may be the lead applicant) and is documented by a letter of commitment from each collaborating partner.
      2. Inclusion in the project summary the intent to integrate the CDC public health model and/or SARA model in the program approach.
      3. 3. Acknowledgement of expected participation in the cross-site evaluation and technical assistance component of MYVP to be supported by the COPS Office included in the project summary.
    2. Evaluation / Assessment
      1. Establish Baseline
      2. Measure direction and size of change
      3. Evaluation plan MUST document strategies and activities results
      4. Encouraged to leverage existing admin data
  5. Program
    1. defense of using violence against women as focus
      1. familiarity and gender power disparities may be important to how youth rehearse identity
        1. 86% of intimate partner violence were committed by males in 2009 study • Black females historically have experienced intimate partner violence at rates higher than white females. • In 2008, Hispanic and non-Hispanic females experienced intimate partner violence at about the same rates (4.1 per 1,000 females age 12 or older versus 4.3 per 1,000, respectively). • In 2008, 72% of the intimate partner violence against males and 49% of the intimate partner violence against females was reported to police. • About 99% of the intimate partner violence against females in 2008 was committed by male offenders. About 83% of the intimate partner violence against males was commit- ted by female offenders in 2008.
          1. Female Victims of Sexual Violence, 1994-2010
    2. proposed
      1. Educational 'pods' involve nodes of inquiry in which participants investigate social issues and their intersections with violence (in their communities if applicable )
        1. Subjects of Inquiry
          1. leadership
          2. socialization
          3. what is success
          4. what is race - is it real
          5. gender
          6. what is privilege
          7. the difference between identity and presentation
          8. what is value
          9. culture
          10. Empathy
          11. Competence | Merit
          12. Community
          13. code switching
          14. civic responsibility
          15. social status
          16. entitlement v equality
        2. modes of inquiry
          1. research +
          2. creative products
          3. technology
          4. Approaches to creative products
          5. Humor
          6. Adversarial
          7. Prescriptive
          8. Educational
          9. ≠
          10. Emotional
          11. Civic
          12. types of delivery
          13. Ad Bots
          14. Social Media
          15. tumblr?
          16. digital
          17. Image ads | PSA
          18. Video
          19. Interactive
          20. Code | Apps
          21. index.html
          22. Hacktivism
          23. Print
          24. posters signs flyers
          25. Zines
          26. inside colorFIXed.jpg
          27. Acts | Actions
          28. noOneRemembers.png
          29. Full Campaign
          30. Hey Baby!
          31. Denim Day
          32. presentations
          33. Social Justice Projects
          34. Safe Streets AZ
          35. Take Back the Night
          36. Design
          37. graphic
          38. infographic
          39. Architectual
          40. Civic
          41. Art
          42. Hybrid and Abstract
        3. curricula library
          1. by topic
          2. Bullying
          3. Continuum of Violence
          4. Bullies Flirts Pervs handouts.doc
          5. Sexual Harassment
          6. Safe Streets AZ
          7. Power and Gender
          8. oppression
          9. OppressionB.docx
          10. Sexism
          11. Racism
          12. Classism | Economic
          13. Ageism
          14. Gender Identity
          15. Immigration status
          16. Sexual Orientation
          17. Religion
          18. Victim Blaming
          19. Relationship Violence
          20. Section 4 Power-control wheel.doc
          21. Sexual Assault
          22. Session 4 Defining Sexual Assault.rtf
          23. Bystander Intervention
          24. Session 6 Safe Bystander Intervention.doc
          25. Re imagine Bystander Intervention
          26. Activism
          27. Gender Messages
          28. Rigid Gender Norms
          29. Turn them into counter advertising
          30. Slut Shaming
          31. Subtopic 1
          32. conflict resolution prevention and film
        4. Note on basic education: Pods and sites will have a basic intro to material so that all participants have the same foundation when they enter the program. After an introductory period participants will move into an intermediary project where they will use what they learn to help them embark on a creative inquiry problem.
          1. An example: A person or preferably. a team will begin a project by asking something like, how can social media speech be violent? OR ----> What role does violence play in my concept of success?
          2. Maybe the team is motivated by their inquiry to ask people outside their circle of influence the same question. Perhaps they develop a survey that also asks the respondents gender, age, etc.
          3. The team develops an infographic the response to which leads them to 'trouble' their inquiry with another component, value + context
          4. Another question might start off as, How does my environment affect how I move around and how is movement circumscribed by my gender identity? In what ways?
          5. This inquiry might lead to research about civic design and civic leaders and designers
          6. Once pods have been working for a while we expect to see communities forming by affinity common purpose. A data base will be set up online so teams can have access to the work of other teams and use their research to further their own. This will help the participants build networks and communities as well help solve the over all problem through social creativity. We expect that the 3rd and 4th tiers of inquiry will be complex with a number components and disciplines working together. In this sense our participants will be the architects of social change in much the same way that open source code in software development
          7. From Prevention as Education in the Age of Virtual Production 'Since we emphasize sexual violence prevention as a societal problem, the students do not reflect the issue on themselves as individuals. The beauty of performance and the filmmaking process is that it is not about identity construction or maintenance. It is about projection, which represents a developmental move into civic engagement. They are using aesthetics (how things look) as a tool for persuasion, making a compelling arrangement of filmed ‘events’ into a world. Externalization is a learning tool, a developmental asset and speaks to the idea that sexual violence, as an offense, is not located in or limited to a self - a victim - it is available as something external, which can be dismantled and undone. It is a societal issue. This anticipates the move to the community, to the Social Drama.'
      2. Approaches
        1. project based / inquiry based approaches
          1. Inquiry learning is arguably the most effective educational models
        2. Include (intervention strategies that provide assets and protective factors)
          1. see search institutes developmental assets
        3. creative inquiry
    3. current / past
      1. Act Out
      2. Safe Streets
      3. ACTION
      4. MAC
    4. access to
      1. Edge High
      2. Freedom Park | Action
      3. Roberts Naylor
      4. The Western Institute for Leadership Development
    5. terms
      1. Project based learning
      2. Inquiry Learning
      3. Creative Inquiry
        1. The definition of creative inquiry varies by discipline; it includes.....asking a question that has not been asked before, attempting to fill a gap in knowledge, or to create new knowledge, information, art, or expression, a process or product that requires the student to add ideas or imagination of their own, a project that is shaped by choices the student made independently, critical reflection.
      4. presentation of the self
        1. The presentation of the self in everyday life(plus).doc
      5. code-switching
      6. social creativity
        1. Source: An Empirical Study of the Construct Validity of Social Creativity
      7. notes on creative programming
  6. articles about creative programming
    1. here
      1. OurFamily Update_Aug 2011Final.pdf
      2. REELACT_july (1).pdf
      3. Reel Talk Act Out_August.pdf
  7. Problem
    1. violence in communities of color (premise of myvp)
    2. What we think the problem is for minority youth
      1. (lack of) access to opportuinties
        1. Two contradicting expectations
          1. society asks people of color to be authentic as a consequence of cultural competence
          2. the Fetish for Authentic Race
          3. Bracey__TheFetishForAuthenticRace.docx
          4. society asks minority communities not be violent
          5. At-risk minority youth are faced with having to enact their identities in ways that help them circumvent power structures while trying to appear to have access to power in their social presentation. This may be through presenting their identities as extremes of gender roles such as hyper-masculinity
          6. Shifting Constructions of Masculinity in Discourse
          7. kiesling_2008now_i_gotta_watch_what.pdf
          8. This phenomena does not neccesarilly result in violence but helps to create the specter of power. Time, dignity, value, proximity are caught up in social construction of identity.
          9. time
          10. for youth identities are reconstructed in short increments especially for those marginalized since they have fewer support systems. positive identity construction must occur now - continuously
          11. proximity
          12. supports for healthy identity construction in the social sphere appear distant. Identity construction often revolves around the immediate physical space.
          13. value
          14. Youth have fewer options to create value and to present themselves as valuable when they are beset by the stresses of constant reconstruction and the weight of carrying their identity in a confined physical space.
          15. These youth have very little ability or skill to 'off load' and or point to supports (networks of cultural and social affinity), sources of power and agency outside the immediate environment
          16. dignity
          17. It is then difficult for marginalized youth to cultivate and hold on to this because the stresses of everyday social life
      2. Socialization
      3. Culture
      4. Adverse Childhood Experience
    3. 3……
  8. red flags (what to avoid)
    1. curricula that perpetuate systems of dominance
      1. culturally responsive instead of culturally competent
        1. 164.67.121.27_files_downloads_Critical_Race_Theory_and_Cultural_Competence_Abramsand_Moio.pdf
    2. research, language and curricula that infantalize males and their behaviors
      1. includes arguments that men are biologically predisposed to violence
    3. Language that perpetuates the myth of male superiority by appealing to this conceit in educational material directed at male presenting/identifying . Examples:
      1. hero
      2. protector
      3. authentic
  9. why our programming is concerned with risk
  10. RISK
    1. Society
      1. Now: Society assigns the effects of Rape Culture on individuals (survivors)
        1. Society that tolerates Rape Creates Risk
          1. Description
          2. Society doesn't alleviate its risk by allowing rape culture or culture of domination to persist
          3. IMPACT
          4. Social Pathology
          5. (Social Pathology absorbed by individuals: Hidden
          6. See Trouble
          7. LIKELIHOOD OF PRIOR DETECTION
          8. MITIGATION APPROACH
          9. See Approaches
          10. PROPOSED SOLUTIONS
          11. Risk Transfer
          12. PROBABILITY
          13. SEVERITY
      2. Proposed Solution: Risk taken on by society | Community
        1. IMPACT
          1. Social Pathology is made visible
      3. PROBABILITY
        1. ?
      4. MITIGATION APPROACH
      5. PROPOSED SOLUTIONS
        1. Community
    2. Individual: (survivors, people on the margins, everyone)
      1. Now: Individual is assigned the effects of Rape Culture on individuals
      2. SEVERITY
      3. PROBABILITY
        1. ???
      4. MITIGATION APPROACH
      5. PROPOSED SOLUTIONS
        1. Proposed solution: Risk transfer from individuals to the community / society
          1. Risk Transfer
          2. IMPACT
          3. Pathology is absorbed by society
      6. Risk for Victimization
        1. Prior Victimization
        2. Social Group Acceptance of Violence
        3. Alcohol
        4. Age
      7. Risk for Perpetration
        1. Acceptance of Violence
        2. Hostile Masculinity
        3. Peer Influence
        4. Alcohol
        5. Victimization