Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

The Latin@ Project

How to Develop a Social Program that Serves Latin@ Families Experiencing Domestic Violence
by

Virginia Clagg

on 10 January 2016

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of The Latin@ Project

FACT:
Nearly one in five Americans (19%) will be foreign born by the year 2050 (Passel & Cohn, 2008).

FACT:
Hispanics will rise from 14% of the population in 2005 to 29% in 2050 (Passel & Cohn, 2008).

FACT:
The National Violence Against Women Survey found that 21% of Latina's report experiencing physical assault at some point during their lives, and 7.9% reported having experienced an intimate partner rape (Encuentro Latino, 2010).

FACT:
Latina women face obstacles to receiving help such as fear of deportation, social isolation, misinformation and lack of knowledge about legal rights, lack of knowledge about law enforcement capabilities and structure, language differences, and limited knowledge of the availability of social services to help (Encuentro Latino, 2010).
Step 1: Perform a SWOT Analysis.


Step 2: Develop Knowledge About
the Latin@ Community:
Use of the Spanish Language
Importance of the family and religion in daily life
The male as role model
(machismo)
The female as role model
(feminismo)
The generational role in family functioning
(familismo)
Proper protocol in social and personal relationships
(respeto, simpatia, personalismo, abandono de hogar, and fatalismo, ) (Torres-Davis, 1994).
Step 3: Establish Demographics for the Latino Population in Your Community
What percent of the population is Latin@?
Which Latin@ subcultures are present? (e.g. Cubans, Mexicans, Peurto Ricans, etc.)
Which neighborhoods do Latin@'s live in?
To what extent are Latin@'s literate in English? Spanish? (consider verbal & written skills)
What percent are considered low-income by federal guidelines?
What percent qualify for entitlement programs or other assistance programs?
What assistance are Latin@'s receiving now?
How are programs reaching the population?
Identify gaps and barriers to service to the Latin@ population
communication
transportation
educational materials
accessibility (Torres-Davis, 1994).
Step 4: Identify Specific DV Services Already Available in Your Community.
Micro:
Within your city or county
Immediately surrounding your city or county
Mezzo:
State Agencies & Coalitions
Macro:
Federal Agencies & Coalitions
Law & Policy

To develop a transferable program framework that will meet the needs of the Latin@
populations that are affected
by domestic violence.
The Latin@ Project
References:





Acosta, H., Guarnaccia, P., & Martinez, I. (2003). Model mental health programs for hispanics. Retrieved from http://www.nrchmh.org/attachments/modelmentalhealth.pdf

Avance. (n.d.). Community-based programs successfully providing services to latino families and communities. Retrieved from http://www.nlbha.org/PDFs/4Latino-programs.pdf

Barcaglioni, J. (2015). Domestic violence in the hispanic community. Retrieved from http://safeharborsc.org/domestic-violence-in-the-hispanic-community/

Encuentro Latino. (2010). The facts on latinos and domestic violence. Retrieved from http://www.latinodv.org/docs/Latinos and Domestic Violence Fact Sheet.pdf

Gregory, A. (2015). Swot analysis for small business. Retrieved from http://sbinformation.about.com/od/marketingsales/a/small-business-swot-analysis.htm

Munsey, C. (2015). Working with latino clients. Retrieved from http://www.apa.org/gradpsych/2009/11/latino-clients.aspx

Ortega, S., & Stevens, A. (2011). Empowerment evaluation toolkit. Retrieved from http://www.odvn.org/prevention/empowerment-toolkit.html


A SWOT analysis will help to identify the agency's internal and external strengths and weaknesses in addition to offering some insight on strategically planning for marketing your program (Gregory, 2015).
Be Prepared to
Serve or Refer:
Men
Women
Children
Persons with Disabilities
LGBTQIA
Elderly
Step 5: Identify Program Services
Emergency Shelter
Pet Care
Crisis Hotline
Case Management
Career/ Education Planning
Financial Planning
Childcare
Transportation Services
Legal Advocacy
Relocation Services
English as a Second Language (ESL)
Translation/ Interpretation
Volunteer Program
Community Development
Training
Batterer Intervention


Support group for survivors
Prevention
Trauma Informed Care
Event Planning
Hire bi-lingual / bi-cultural staff (
non-negotiable
)
Locate funding streams:
State and Federal Grants
Donations
Private Foundations
Develop a budget:
Work Space
Admin.
Technical Support
General Overhead
Travel and per
diem
Marketing
Staff time
Locate Community Support:
Title VI information :

Translators/ Interpreters
Agencies currently serving the Latin@ community
Batterer Intervention
Identify Culturally Relevant:
Assessment Tools
Theoretical Models
Evaluation Tools
Develop a Calendar:
Annual Events
Quarterly Events
Ongoing training
Ongoing Program Evaluation
Things to Consider:

Reaching Out Into the Community:
There is no single approach to reach all individuals in a Latin@ community due to differences in age, gender, nationality, education, literacy levels, family status, and immigration status (Torres-Davis, 1994).
Messages to the selected audience should be clear
Avoid using unfamiliar terms/ acronyms
Use Spanish educational & marketing materials
Identify leaders in the community
Develop key relationships
Ask for support broadcasting your program
Ask the leaders to endorse your program
Employing bi-lingual staff helps to:
Decrease language barriers
Validate the program to other Latin@'s
Helps build program capacity
Marketing Your Program:

Identify local Spanish newspapers, TV and radio programs. Do a Public Service Announcement (PSA)
Develop a list of Latin@ gathering places you will post Spanish marketing materials in:
Churches
Restaurant bathrooms
Community centers
ESL programs
Etc.
Organize visits to Latin@ community organizations and potential partner agencies to spread the word about your program
Educate the community
Attend festivals/ health fairs
Attend after school programs
Attend church functions
Make friends with members of the Latin@ community and engage with the community and culture
Continuous and ongoing personal contact and engagement is critical to the programs success.
Offer systems training on culturally relevant DV dynamics.
PROJECT GOAL:
You should be prepared to address each of these core DV services. Latina DV survivors are a unique group and services can be much harder to navigate due to barriers including language and immigration status. Assigning a case manager to help the survivor navigate the systems and processes will empower the survivor and aid in preserving health.
Knowledge is power for you and the survivor. The more resources and information you have, the better the advocate you, and your program, will be.
If something comes up that you are not familiar with, address it by: 1) finding people who can help; 2) researching the topic; or by 3) locating a solid referral source.

Best Practices:
Implementation & Evaluation:
National Resources:
Interviews/ assessments should be done in Spanish
Workers should be aware of linguistic and cultural issues while interviewing
Bilingual workers should learn assessment and therapy techniques in Spanish (Munsey, 2015).
Core services provided by the agency should be made available in Spanish.
Staff skills and knowledge should reflect core competencies and the ability to serve Latinos from their respective countries of origin (Avance, n.d.)
Workers should be familiar with culturally specific values, beliefs, mores that could be interpreted or perceived as culture-bound syndromes (CBS) (University of Minnesota Duluth, 2015).
Best Practices Cont.'d:
Extensive cross-system collaboration with key community agencies, legal services, youth services, criminal justice, education, etc. is critical in meeting program goals
Your location should provide easy access to the community
There should be a strong interest and emphasis in empowerment of the community through respeto, personalismo, cultural sensitivity, ethnic pride, and education
Staff should receive ongoing training in cultural competency, law and policies.
Services should be extended to include weekends and late evenings and should be based on employment industries in the area and addressing the youth's recreational after school needs (Avance, n.d.).
National Network to End Domestic Violence:
http://nnedv.org/resources/nationalorgs/59-national-organizations/10-ncdsv.html

National Sexual Violence Resource Center:
http://www.nsvrc.org

Domesticshelters.org
www.domesticshelters.org

The National Domestic Violence Hotline

1-800-799-7233 (SAFE)
www.ndvh.org

National Coalition Against Domestic Violence
http://www.ncadv.org/need-support/resources

National Center for Victims of Crime
1-202-467-8700
www.victimsofcrime.org

National Human Trafficking Resource Center/Polaris Project
Call: 1-888-373-7888 | Text: HELP to BeFree (233733)
www.polarisproject.org

National Network for Immigrant and Refugee Rights
1-510-465-1984
www.nnirr.org

Alianza
1-505-753-3334
www.dvalianza.org

Casa de Esperanza

Linea de crisis 24-horas/24-hour crisis line
1-651-772-1611
www.casadeesperanza.org

The National Immigrant Women's Advocacy Project
(202) 274-4457
http://www.niwap.org/

Ohio Resources:
Ohio Domestic Violence Network:
http://www.odvn.org

Ohio Alliance to End Sexual Violence:
http://www.oaesv.org

Ohio Latino Affairs Commission:
http://ochla.ohio.gov/LatinoCommunity.aspx

City of Columbus Latino Organizations:
http://columbus.gov/Templates/Detail.aspx?id=30349

Domestic Violence and Child Advocacy Center of Cleveland, The Latina Project:
http://dvcac.org/latinaimmigrant-women

The Greater Cicinnati Latino Coalition:
http://www.cincinnatilatino.org/join-us/student-internships

Cincinnati & Tri-state social service organizations:
http://www.cincinnatilibrary.org/resources/local.asp?category=24

If you have an organization serving the Ohio Latino community that you would like to add to the directory, please submit your organization's information to:












Plan effective programs
Implement Programs
Evaluate programs
Hold program developers accountable
Provides outcome data to funder's
Provides tools for demonstrating that a program works
Uses resources effectively to achieve and sustain projected goals and outcomes (Wiseman, Chinman, Ebener, Hunter, Imm & Wandersman, 2007).
'
“Getting To Outcomes” (GTO )
Offers 10 Steps to Quality, Outcome-Based Programs
GTO was designed to help communities develop or improve their programs. GTO consists of 10 steps that empower program developers to do the following:
Therapeutic Models that can be successfully adapted to the Latin@ culture: Cognitive Behavioral Therapy (CBT); Motivational Interviewing (MI); Eye Movement Desensitization and Reprocessing (EMDR); and *Trauma Informed Care (TIC)
Workers should realize that family-centered planning & intervention is common in the Latin@ culture. Consumer and family involvement should be a high priority (Avance, n.d.).
When doing an assessment, consider issues of migration, generational influences and acculturation (Avance, N.d.)
Research shows that Latin@'s get lower quality care than their American counterparts. Ensure that Latin@s get optimal care, especially if they are referred out.
Continuously check with the client to make sure they understand the processes of care. They may say yes when they really mean no out of respeto (respect) for you, the authority.
Best Practices Cont.'d
Educational materials should be provided in Spanish and English
Staff and board members should be representatives from the community (Avance, n.d.)
Latin@ clients who receive care from bi-lingual/ bi-cultural workers have better outcomes. Link clients to people and services accordingly (Acosta, Guarnaccia & Martinez, 2003).
An advisory board that consists of members from the population served can assist with program development and design.
Best Practices Cont.d:

Conduct a needs assessment and choose
which problems to focus on.


What is the problem in your community?
Who are the clients you will work with?
Prioritize start up tasks
Plan a progrem that addresses the need
Gather expertise, opinions, and hard data about the problem's causes, the community’s current conditions, needs, and existing resources.
Use several different methods to gather information and data: community discussion forums, interviews with experts, surveys, and research of existing information and data.

A needs assessment does not have to take a long time or be expensive or complicated.
A needs assessment can be directed toward those you currently serve to assess the need for a new program or service.
Your community’s “resources” include policies, previous programs, volunteers, facilities, and local expertise, as well as financial support.

Identify goals for the program, the people you want to target with the intervention, and desired outcomes, or objectives.
Step 2:
Step 1:
Focus your program on your selected population and objectives.
Make it possible to judge the “success” of the program based on whether or not it meets specific near-term objectives or makes progress toward meeting long-term objectives.
Support the case for continued funding by achieving specific objectives.
Write goals as broad statements that describe what you want to accomplish in the long term.
Focus on one group of people and describe how the program will help them change.
Write objectives in concrete terms that can be measured. What will change, for whom, by how much, and by when? Include how the change will be measured.
Key Points:
If you select an existing program that serves your chosen population, it is likely that goals have already been identified.
Make sure that your objectives are realistic, given your time and resources.
Step 3:
Look for existing programs and best practices worth adopting.
Take advantage of the experience of others who are working toward similar goals—you don’t have to reinvent the wheel.
Spend your resources wisely—on programs that have been shown to work.
Reassure funders that your program is based on research and is likely to make a difference.
Use the resources in libraries and online. Talk to other people in your field.
Look for programs that match your needs in terms of content area and target population.
Make sure that you have the resources to carry out the program that you identify.
Key Points:
You will achieve your goals if you use programs that have been shown to work for the particular problem that you are trying to solve.
You can make changes to the program to make it fit your needs, but make sure that it follows basic prevention best practices.
Replicating a program that has been tested and shown to work, it is important to implement the program in the same way to get the same positive results.
Step 4:
Examine the program you chose and see how well it fits the needs of your selected population and community.
Increase the chances that the program will be accepted by the selected population and community.
Avoid offering duplicate or incompatible services to the selected population.
Avoid finding out at the evaluation stage that the program failed because it was a mismatch with the selected population or community.
Use the data collected in Step 1. Compare the population that was helped by the program you chose with your selected population.
Assess whether your community is ready to accept your program (for example, talk to community leaders).
Consider whether the chosen program is compatible with other programs already offered to the selected population.
Key Points:
Fit can be the relationship between new and old programs directed toward the same selected population.
A new program can be modified or, if necessary, a different program can be designed.
Fit might not relate to the program itself. For example, if the program is opposed by a group of parents, the fit problem may be resolved if you communicate with them more fully and address their concerns.
Step 5:
Key Points:
Step 6:
Key Points:
Step 7:
Key Points:
Step 8:
Key Points:
Step 9:
Key Points:
Step 10:
Key Points:
Assess whether your organization has the capacity to implement the program.
Prevent the program from failing by identifying and correcting any shortfalls in funding, staff, expertise, or contacts before they sabotage your success.
Build and maintain goodwill by ensuring that no one person is overburdened.
Meet the goals and objectives of the program.
Ensure that all members of the collaboration are clear on their roles and responsibilities, if you are planning the program with a collaboration of agencies.
Staff—enough people and the right type of experience, and what training might be needed.
Expertise, especially evaluation skills.
Contacts with the community and selected population for collaboration.
Evaluate
whether there is enough:
Funding from grants, gifts, sponsorship, fundraising events, the sale of products, and special tax set-asides.
The four capacities listed in step 5 (funding, staff, expertise, and contacts) represent what research has shown to be important in planning, implementing, and evaluating prevention programs.
If you do not have enough capacity, you may be able to improve it. For example, staff can be trained and new grants can be written to try to obtain additional resources.
If significant resource shortfalls are found, seriously consider choosing a different program.
Make a plan for implementing the program.
Consider this next section a final checklist of all your efforts. The good news is that most of this work has already been done. Now it's time to put all of your hard work in order so that it makes sense to your audience, your community and your funders.

Finally, In this section, you will be introduced to the evaluation processes of managing a successful program.
Make sure you don’t forget any tasks.
Forecast the need for changes before problems arise.
Engage a variety of people who have an interest in the program to make it more likely that they will approve of the outcomes.
Give your program a name.

Be prepared to answer the following questions:
Who will implement the program?
What needs to be done?

What are the main pieces of your program?

What tasks will each person do?
What does the timeline look like for staff to complete their tasks?
Where will the tasks be done?
How will the tasks be done?
Why will the tasks be done?
Make sure that all activities are important.
What are the process outcomes?
For example:

How much of each activity should be implemented.
How many people should be served and how often?
What will happen or change for participants or agencies because of their participation in the program.


Determine Participant Outcomes:
Planning includes outlining activities, staffing, locations, and time lines and stating up front what you expect in terms of attendance, duration of activities, and resources needed.
The program will fit your community better if you pay attention to the cultural relevance of program materials, staff, language, and even any food offered.
Putting the program in place will go better if you include in the process everyone who has an interest in the program, including funders.
Think ahead about how you will know whether the program has been implemented successfully.
Make needed changes while the program is running.
Maintain consistency from the plan for the program to implementation to desired outcomes.
Understand strengths and weaknesses of the implementation for future planning.
Identify activities actually implemented versus what was planned.
Evaluate your time frame. Did you implement on time?
Determine what you did well.
Did you comply with best-practices for the program selected?
Did the program participants match the population that the program intended to reach?
What mid-course corrections should be made?
A process evaluation should start before the program starts and continue while the program is running.
Doing both a process and outcome evaluation (Step 8) is important to get a complete picture of the program’s effectiveness.
A process evaluation can involve asking questions of staff and/or program recipients, taking attendance at program activities, or tracking how well the program stuck to the plan.
Think ahead about how you will measure whether the program meets its goals, reaches its target audience, and achieves its desired outcomes.
Gather evidence that your program worked (or didn’t).
Produce facts and numbers that persuade funders to continue their support.
Identify changes that could make the program more successful.
Choose a design and methods for data collection and analysis.
Decide what will be measured
Decide who will be assessed, when, and how
Decide how participants will be assessed i.e. survey, interview, etc.
Develop a plan for analysis and interpretation of the data. This may require outside consultants.
Think about ethics issues such as consent, confidentiality, and anonymity.
Combine process data from Step 7 with this step’s outcome data to learn about the program’s effectiveness.
An outcome evaluation often assesses the selected group’s attitudes, skills and behaviors to see whether they have changed. It is good, especially, to evaluate behaviors (for example, communication among agency staff).
Designs and different methods for data collection and analysis all have benefits and costs that need to be weighed.
It is better to assess more people, rather than fewer, and long-lasting changes, rather than short-term changes.
Don’t confuse process with outcomes (for example, the number of classes taught versus changes in behavior among students).
Make a plan for continuous quality improvement of the program.
Take advantage of what you learn over time to improve the program.
Incorporate changes into the program without starting over.
Keep your program fresh and a good fit for your selected population and community.
In an orderly way, look at the information and data you have about the planning, implementation, and outcomes of the program.
Start with Step 1 and review Steps 1–8.
Think about what the process and participant outcome data tell you about how you could improve the program.
When you keep track of what works well, you can use the same methods in the future.
Develop a culture of organizational learning in which everyone is open to learning and continuously making the program better.
Investing in evaluation makes sense when evaluation findings are used for improvement.
Consider what will be needed to keep the program going if it is successful
If the original problem still exists, the program will still be needed.
Get the payoff from the large investment in starting the program.
Maintain the good feeling that your successful program generated in the community and among funders.
Determine whether the program works, addresses the community’s needs, and should be sustained.
Begin planning for more funding before the initial funding runs out.
Obtain funding from more than one source to maintain independence and stability.

The likelihood of continued funding depends on several factors, such as whether:
The organization that sponsors the program likes the program and it meets political needs.
Multiple staff are trained to run the program.
The program has an influential advocate.

Use information from other steps to determine whether this program should be continued (for example, Steps 7, 8, 9
Use information from Step 8 and Step 9 to make an argument to funders to continue support.
Key Points:
Program EVALUATION:



The intended audience for this toolkit is local primary prevention providers, and it can be used by any program that is planning, implementing and evaluating social service programs. This toolkit could also be used by evaluation consultants as a source of training and technical assistance materials (Ortega & Stevens, 2011).
The Empowerment Evaluation Toolkit:

CBS Link:

References
Passel, J., & Cohn, D. (2008). U.s. population projections: 2005-2050. Retrieved from http://www.pewhispanic.org/2008/02/11/us-population-projections-2005-2050/

Perez, J. (2013). Why & how to hire bilingual employees. Retrieved from http://solopracticeuniversity.com/2013/04/25/why-how-to-hire-bilingual-employees/

Torres-Davis, A. (1994). Developing a hispanic outreach program that works. Retrieved from http://resnaprojects.org/nattap/library/atq/hispanic.htm

University of Minnesota Duluth. (2015). Culture bound syndromes. Retrieved from http://www.d.umn.edu/cla/faculty/troufs/anth4616/cpculture-bound_syndromes.html

U.S. Citizenship and Immigration Services. (2015). Battered spouse, children & parents. Retrieved from http://www.uscis.gov/humanitarian/battered-spouse-children-parents

Wiseman, S., Chinman, M., Ebener, P., Hunter, S., Imm, P., & Wandersman, A. (2007). Getting to outcomestm 10 steps for achieving results-based accountability. Retrieved from http://www.rand.org/content/dam/rand/pubs/technical_reports/2007/RAND_TR101.2.pdf

As a battered spouse, child or parent, you may file an immigrant visa petition under the Immigration and Nationality Act (INA), as amended by the Violence Against Women Act (VAWA).

The VAWA provisions in the INA allow certain spouses, children, and parents of U.S. citizens and certain spouses and children of permanent residents (Green Card holders) to file a petition for themselves, without the abuser's knowledge. This allows victims to seek both safety and independence from their abuser, who is not notified about the filing.

The VAWA provisions, which apply equally to women and men, are permanent and do not require congressional reauthorization.

Help is also available from the National Domestic Violence Hotline at 1-800-799-7233 or 1-800-787-3224 (TDD). The hotline has information about shelters, mental health care, legal advice and other types of assistance, including information about filing for immigration status. For more information, visit the National Domestic Violence website (U.S. Citizenship and Immigration Services, 2015) . * Always seek the advice of an immigration attorney. Contact ODVN for a possible referal.
According to U.S. Citizenship and Immigration Services...
Battered Spouse, Children & Parents:
Immigration Options for Victims of Crime Resource:
http://www.uscis.gov/humanitarian/battered-spouse-children-parents
Helpful lInks & Worksheets:
NOTE:

Hire bilingual employees that are able to communicate in your client’s native language to help you serve an increasing population of non-English speakers.
Hiring bilingual staff can make a big difference in being able to interact and build rapport with clients from the moment they first call you. People are always more comfortable with those who can speak their language and understand their needs.
Hiring bilingual employees helps you to bridge the communication gap and simplify processes and bring understanding to suvivors.
Bilingual staff can also handle writing and communicating in another language and reduce the need for document translation and interpreting services within your agency.
Hold federally fiunded partner agencies accountable to Title VI language access services.
Hire enough staff to handle the community's needs.
Not employing enough staff to handle the job will cause high employee turnover.
The lower costs and benefits of staffing correctly in the begining far outweigh the costs of having to retrain new employees when burned-out staff quit (Perez, 2013).
NOTE on Hiring Bi-lingual Staff:
Bi-lingual staff are in dire need and there are not enough to fit the needs of the growing Latin@ population. When budgeting for your program, account for
having to pay higher wages
to bi-lingual employees.
Domestic violence is a
devastating reality in our communities
and in our world today. Domestic violence affects approximately 1 in every 4 women in the United States.
Statistics show that domestic violence is the primary cause of injury to women – more than car accidents, muggings and rapes combined. Domestic violence is just as serious and prevalent in the Hispanic community as it is with other racial and ethnic groups. Like other victims, Hispanic victims face important internal and external barriers to leave an abusive relationship. Hispanic victims, however, also face additional unique challenges when seeking help and addressing domestic violence, making situations even more complex (Barcaglioni, 2015).
NOTE:
You have already completed much of this task when you developed your SWOT analysis. Use what you already know to complete step 1 of the GTO.
NOTE:
Table of Contents II:

19- 22: Best Practices
23: Implementation & Evaluation
24: Note on Implementation
25: Getting to Outcomes TM Diagram
26-27: GTOTM Step 1: Needs Assessment
28-29: GTOTM Step 2: Identify Goals
30-31: GTOTM Step 3: Existing Programs
32-33: GTOTM Step 4: Program Goodness of Fit
34-35: GTOTM Step 5: Program Capacity
36-45: GTOTM Step 6: Implementing the Program
46-47: GTOTM Step 7: Evaluate Implementation
48-49: GTOTM Step 8: Program Measurement
50-51: GTOTM Step 9: Quality Improvement
52-53: GTOTM Step 10: Program Maintenance
54: Program Evaluation: Empowerment Evaluation Toolkit
55: National Resources
56: Ohio Resources
57-58: References
59: Presentation Map


http://www.mindtools.com/pages/article/newTMC_05.htm
http://www.justice.gov/crt/about/cor/coord/titlevi.php
http://www.d.umn.edu/cla/faculty/troufs/anth4616/cpculture-bound_syndromes.html
http://www.rand.org/content/dam/rand/pubs/technical_reports/2007/RAND_TR101.2.pdf
http://www.odvn.org/prevention/empowerment-toolkit.html
http://www.odvn.org/resource/intervention.html
TM
Full transcript