Communities That Care Tools for Community Leaders: A Comprehensive Guide

In our exploration of building thriving communities, we previously examined various models, including asset development, which centers on nurturing the strengths young people need for healthy and successful adulthood. This positive approach emphasizes providing youth with the right support and opportunities to foster positive growth.

However, it’s crucial to acknowledge the negative influences present within families, schools, and communities. For instance, if high school graduation is not a norm within a family, a young person might perceive dropping out at 16 as acceptable. Similarly, easy access to drugs in schools or neighborhoods can increase the likelihood of substance use. A community that tolerates violence can also inadvertently socialize youth into violent behaviors.

This section introduces a model that recognizes both positive (protective) and negative (risk) factors affecting adolescents. The primary objective is to amplify the positive influences and minimize the negative ones. While this model has a more specific focus compared to others, its overarching goal remains the same: to promote the healthy development of young people and, consequently, build healthier communities.

Like many effective frameworks, Communities That Care adopts a community-wide perspective, advocating for extensive community involvement. Similar to the PRECEDE/PROCEED model, it involves identifying issues and resources, developing targeted solutions, and integrating evaluation throughout the implementation process.

Communities That Care shares similarities with the Search Institute’s asset development model, particularly in its focus on youth and the risk and protective factors that shape their lives. However, while asset development examines the holistic growth of children and adolescents, Communities That Care concentrates specifically on preventing or reversing problem behaviors.

What is Communities That Care?

Communities That Care (CTC) is rooted in the Social Development Strategy developed by J. David Hawkins and Richard Catalano at the University of Washington. Rather than being a rigid program, CTC functions as an “operating system.” It provides the framework and structure for community-led initiatives aimed at addressing youth issues, but the specific content is determined by the community itself. CTC emphasizes addressing risk and protective factors through a structured, community-driven process that includes training at every stage.

CTC is a structured and copyrighted process. The Channing-Bete Corporation offers a comprehensive package for communities, which includes training, materials, and support for assessment, planning, and the selection, implementation, and evaluation of interventions designed to address youth risk and protective factors. This package is available for a fee.

The CTC model is specifically designed to tackle five key problem behaviors among young people:

Substance abuse
Delinquency
Teen pregnancy
School dropout
Violence

Risk Factors

Risk factors are defined as elements in a person’s environment or individual characteristics that increase their vulnerability to specific behaviors or conditions. Research has pinpointed 19 risk factors associated with the problem behaviors listed above. A core principle of the CTC model, shared with other frameworks discussed, is that risk and protective factors are present across all aspects of community life. These 19 risk factors are categorized into four domains: community, family, school, and individual/peer contexts.

Community Risk Factors. These encompass both the conditions present within a community and its prevailing attitudes and organizational structures.

Availability of drugs. The accessibility of drugs is a major risk factor for both substance abuse and violence. Notably, studies have indicated that drug use rates are higher even in communities where drugs are perceived to be easily available, regardless of actual availability.
Availability of firearms. Statistical data demonstrates a correlation between firearm availability in a community and higher rates of violent crime. Conversely, communities with fewer firearms tend to experience lower violent crime rates.
Community laws and norms favorable to drug use, firearms, and crime. Policies such as high taxes on alcohol and cigarettes, along with restrictions on their use in public spaces, can effectively control consumption and signal a community’s stance against these substances.

Ambiguity in laws and community practices can create challenges for youth. If alcohol is routinely served at community events, if underage drinking laws are not enforced, or if excessive drinking among adults and adolescents is normalized, young people are less likely to see reasons to avoid such behaviors.

Media portrayals of violence. Evidence suggests that young people exposed to high levels of violence in media may become desensitized to its impact and are more prone to violent behavior themselves.
Transitions and mobility. Transitions, such as moving between schools or progressing from middle to high school, are inherently challenging for adolescents. Significant community-wide transitions, like socioeconomic integration through school busing or widespread job losses, can further complicate these challenges. Transitions and high rates of residential mobility (families moving frequently) can elevate the risk of substance use, delinquency, and school dropout among youth.
Low neighborhood attachment and community disorganization. When residents feel a lack of control over their lives, it often leads to decreased community involvement, lower voter turnout, inadequate community surveillance of public areas, vandalism, and deterioration of the neighborhood’s physical and social fabric. These conditions can contribute to adolescent involvement in substance abuse, violence, and delinquent behaviors.
Extreme economic deprivation. Poverty significantly increases the risk of all five problem behaviors in young people.

Family Risk Factors. As expected, a child’s family environment, attitudes, and circumstances profoundly impact their present and future behavior. All five problem behaviors are influenced by family-related risk factors.

Family history of problem behavior. If a parent has a history of incarceration, teen parenthood, dropping out of high school, excessive alcohol consumption, or domestic violence, adolescents in the family are at a higher risk of replicating these behaviors and engaging in other problem behaviors.
Family management problems. Family management encompasses the parenting methods and routines used to guide relationships and raise children. Some family management issues are readily apparent, such as a lack of supervision over children’s activities and whereabouts or using child abuse as a form of discipline. Other less obvious but equally harmful problems include unclear expectations for behavior and character, inconsistent discipline, and blurred boundaries between parents and children. These factors serve as risk factors for all five problem behaviors.
Family conflict. High levels of conflict, whether between parents, parents and children, siblings, or other household members, contribute to an adolescent’s vulnerability to all problem behaviors.
Parental attitudes toward, or involvement in, substance use, crime, and violence. If parents condone or engage in these behaviors themselves, their children are significantly more likely to become involved as well. This is particularly true when parents directly involve their children in their own problematic behaviors, such as parents who are heroin users taking their children on drug transactions or sending children to purchase cigarettes for them.

School Risk Factors. School is more than just a place for academic learning; it’s a social hub and a microcosm of society. The identity an adolescent develops or is influenced by at school is the identity they and others expect them to carry into adulthood. School-related risk factors impact all problem behaviors.

Early and persistent antisocial behavior. While occasional misbehavior in early childhood is common, persistent antisocial behavior that continues into later elementary years signifies a serious risk. If antisocial behavior persists at age 12, a child is at significant risk.
Academic failure in elementary school. Academic struggles in early grades are not only frustrating for students and teachers but also create a negative cycle. When a child struggles to grasp the material, they may disengage, miss further learning, and fall increasingly behind. Academic failure can also disconnect a child from seeing education as valuable for their life, making it seem irrelevant. Furthermore, it can foster a negative self-image characterized by feelings of inadequacy, intellectual inferiority, and being an outsider, pushing the child towards subcultures associated with problem behaviors.

In some instances, an entire peer group may view academic success with suspicion or negativity. For example, among some Black urban youth, excelling in school may be perceived as “acting white.” Similarly, some working-class cultures have historically viewed academic achievement as a betrayal of class identity. If a young person internalizes these cultural messages, it can limit their adolescent opportunities and increase their vulnerability to problem behaviors.

Lack of commitment to school. This can stem from academic difficulties or simply a lack of interest in school and a belief that education is unimportant.

Individual/Peer Risk Factors. This final category of risk factors pertains to personal traits and attitudes that are either inherent to the individual or shaped by close peer relationships, or often a combination of both.

Alienation and rebelliousness. The Regional Preventive Center of the Flint Hills (Kansas) describes alienated and rebellious youth as those who “feel disconnected from society, disregard rules, lack belief in success or responsibility, or actively oppose societal norms.”
Friends who engage in problem behaviors. Peer influence is particularly strong during adolescence. Friends’ attitudes and actions can exert a powerful influence on a teen’s behavior. This risk factor is consistently one of the strongest predictors of problem behaviors. In essence, the adage “you are who you hang out with” holds true.
Favorable attitudes toward the problem behavior. If a young person’s friends – or even parents – normalize or engage in binge drinking, criminal activity, or dropping out of school, they are more likely to view these behaviors positively. Developing favorable attitudes toward problem behaviors significantly increases the risk of engaging in them.
Early initiation of the problem behavior. Starting problem behaviors early in life, such as underage drinking, can normalize these behaviors. For example, if a person has been drinking heavily since early adolescence, they are less likely to perceive it as problematic by age 17.
Constitutional factors. These are internal factors that can be either innate (genetic, neurological, or biological) or environmentally influenced but are deeply ingrained in an individual’s makeup. Examples include impulsivity, sensation-seeking tendencies, and low risk aversion.

Protective Factors

Just as risk factors increase the likelihood of adolescents engaging in problem behaviors, protective factors act as buffers, shielding them from these behaviors. These protective factors fall into three main categories:

Individual Characteristics.

Gender. Common wisdom holds true: girls generally engage in fewer problem behaviors than boys. Whether due to biological factors like testosterone or social conditioning, boys are at a higher risk for all problem behaviors except teen pregnancy.
Resilient temperament. Some children and adolescents naturally possess a greater ability to cope with adversity. They can experience multiple risk factors without losing their capacity to manage challenges effectively.
Positive orientation. Children who are optimistic, cheerful, enjoy social interactions, and are well-liked by others have a reduced risk of engaging in all problem behaviors.
Intelligence. Intelligence serves as a protective factor against delinquency and school dropout, but not necessarily against substance abuse.

While intelligence can be protective, it’s important to note that many highly intelligent individuals still struggle with substance abuse. The type of intelligence that may be most relevant here is not purely intellectual but rather emotional intelligence – the capacity for self-awareness, understanding others, and making thoughtful decisions before acting.

Bonding. Many animal species, including birds, are instinctively programmed to bond with the first large creature they encounter after birth, recognizing it as their mother. Similarly, children and adolescents form strong bonds with parents, other individuals, and groups. These bonds influence behavior, as young people tend to act in ways that align with the expectations of those they are connected to, seeking to maintain those relationships.

CTC emphasizes bonding as a universally positive protective factor. However, it’s crucial to recognize that bonds can also form with individuals or groups that promote problem behaviors. For example, bonding with a violent gang is unlikely to serve as a protective factor. Protective bonds are those formed with individuals or groups that uphold pro-social values and oppose problem behaviors.

These positive bonds can include connections with:

Parents and families
Other significant adults – relatives, neighbors, counselors, and mentors
Teachers
Peer groups
School
Organizations – Scouts, church groups, social clubs, workplaces
Sports teams
Community – service groups, cultural organizations

Healthy Beliefs and Clear Standards. Significant adults and groups create a community environment that communicates positive values and clearly defines expectations for young people.

Families, other adults, schools, and the wider community should all consistently communicate and embody values that discourage problem behaviors. Beyond positive beliefs, families, schools, and communities should also establish clear, high expectations and standards for children’s and adolescents’ behavior and achievements.

In essence, adults in the community should not only advocate for admirable values but also live by them and expect youth to do the same.

The ideal scenario that CTC aims to foster is a community that speaks with a unified voice regarding values and standards. While achieving complete unity can be challenging, if influential adults – particularly parents, teachers, and coaches – clearly communicate reasonable value systems and the standards expected of adolescents, most young people will internalize these messages.

How Protective Factors Work to Counter High-Risk Environments: The Social Development Strategy

Hawkins and Catalano’s Social Development Strategy explains the mechanisms by which protective factors operate.

Individual characteristics provide a foundation for healthy behavior. Traits like gender, resilient temperament, positive orientation, and intelligence, while beneficial, do not automatically guarantee positive outcomes. However, possessing one or more of these traits provides a starting point for healthy development. Just as having access to a musical instrument doesn’t ensure musical proficiency, but it creates the opportunity to learn, these individual characteristics provide the potential for positive growth.

While individual characteristics are protective, the absence of any of these traits does not condemn a young person to a negative path. Other protective factors can be strengthened to compensate, and in some cases, the missing protective traits can even be developed. Attitudes and even personality can evolve with positive changes in circumstances or through effective counseling or therapy. Even intelligence can be nurtured with appropriate stimulation and support.

To develop or strengthen individual characteristics, children and adolescents should be empowered to contribute meaningfully to their families, schools, and communities. To make these contributions and reap the protective benefits, young people need three key elements:
- Skills. This includes both social skills for effective collaboration and specific competencies (basic skills, reasoning abilities, specialized knowledge, and/or physical skills) that make their contributions valuable.
- Opportunities to contribute. Young people need age-appropriate responsibilities with appropriately high expectations. They should have opportunities to make genuine contributions, not just perform token tasks.

The nature of contributions can vary widely depending on age and ability, ranging from simple household chores to leading youth organizations or serving on community boards. Examples include peer tutoring, participation in peer mediation programs, leadership roles in clubs or faith-based groups, involvement in music ensembles, or caring for younger siblings.

Recognition for their contributions. Like everyone, young people need to feel valued and acknowledged for their efforts. Recognition reinforces their sense of belonging within a group, whether it’s family, school, an organization, or a relationship with a caring adult.

Contribution leads to bonding. Actively contributing to an individual, group, organization, or community fosters identification with that entity and its values. This sense of belonging makes adolescents less likely to engage in problem behaviors, both out of concern for jeopardizing their relationships and because their self-image becomes aligned with the values of the group they are bonded to.

For a bonded child or adolescent, healthy beliefs and clear standards provide the necessary structure and corrective feedback for positive development. They receive clear guidance on desired goals and are held accountable for achieving them by significant adults and groups in their lives.

Ultimately, this progression leads to healthy behavior. The interplay of protective factors is illustrated in the Social Development Strategy diagram:

Diagram illustrating the Social Development Strategy, outlining the progression from individual characteristics and opportunities to healthy behaviors, highlighting the role of skills, recognition, bonding, and healthy beliefs and standards in fostering positive youth development.

Why Adopt the Communities That Care Approach? Weighing the Pros and Cons for Community Leaders

As with any community development model, adopting CTC involves both advantages and disadvantages. Some of the strengths can also be perceived as weaknesses, depending on your perspective and community context. The following points outline the advantages and disadvantages of CTC to help community leaders make informed decisions.

Advantages for Community Leaders

Evidence-Based and Practical. CTC is firmly rooted in established prevention theory and practical experience. Concepts like risk and protective factors and the research supporting their influence are drawn from prevention science. CTC’s “best practices” are proven methods and programs that have demonstrated effectiveness and can be replicated in diverse settings, providing community leaders with reliable tools and strategies.
Inclusive and Participatory Framework. The CTC conceptualization and planning process prioritizes inclusivity, involving individuals from all sectors of the community in discussions and decision-making. A community board, composed of diverse representatives, oversees the program’s implementation and evaluation. This inclusive approach ensures broad community ownership and support.

Inclusivity and participation offer significant benefits. Engaging individuals from all community sectors, including youth and those directly affected by interventions, taps into a wealth of diverse ideas and local knowledge, particularly regarding the community’s unique history and the experiences of its young people. It also ensures that decisions are carefully considered and prevents hasty actions. Most importantly, because the community is actively involved in the process, the resulting plan and its implementation become “owned” by the community itself. This sense of ownership, stemming from collective creation rather than external imposition, fosters community support and commitment to the program’s success.

Community-Wide Perspective. Aligned with other effective community models, CTC views the prevention of problem behaviors and the promotion of healthy youth development as a shared community responsibility requiring a collective effort. Whether in a small rural community or a large city like Seattle, Washington (which has adopted CTC city-wide, led by its school system), CTC emphasizes that a truly effective prevention program necessitates the engagement of the entire community.
Structured Training and Support. CTC provides comprehensive training and ongoing assistance at every stage of the process, not just presenting a model or aiding in assessment. Crucial phases like community assessment and strategic planning are undertaken by trained groups, ensuring competence and effective implementation. This structured support system empowers community leaders and stakeholders with the necessary skills and knowledge to succeed.
Menu of Proven Best Practices. Instead of requiring communities to conduct extensive research or develop interventions from scratch, CTC offers a curated menu of “best practice” methods and programs with documented effectiveness. This saves time and resources while providing communities with confidence in their chosen strategies. Furthermore, CTC encourages communities to select multiple approaches targeting a range of risk factor areas for a more comprehensive impact.

“Best practices” are interventions whose effectiveness has been validated through rigorous studies by funding agencies (often government bodies) or academic researchers, with results published in peer-reviewed journals and other reputable publications.

Customizable and Adaptable. CTC is not a rigid, “cookie-cutter” approach. It encourages communities to adapt and combine best practices to create prevention programs tailored to their specific local needs and community character. The integrated training and community assessment processes empower each community to analyze its unique needs and make informed choices, fostering locally relevant and sustainable solutions.
Integrated Evaluation and Continuous Improvement. CTC incorporates evaluation and adjustment as essential components of any community effort. Recognizing that no program is universally perfect, regular evaluation and program adjustments are crucial for maximizing effectiveness. This commitment to continuous improvement ensures that programs remain responsive to community needs and evolving challenges.
Demonstrated Effectiveness Across Problem Behaviors. Community reports suggest that CTC has yielded positive results in reducing the incidence of various problem behaviors, with the exception of substance abuse, where results may be more varied.

Disadvantages and Challenges for Community Leaders

Limited Inclusivity in Initial Stages. While promoting community-wide involvement, the formal CTC approach can be perceived as initially top-down. It typically begins with a small group of “key community leaders” who may not fully represent the community’s diversity in terms of race, socioeconomic background, or interests. These leaders then “invite” other participants “from all sectors” to form a community board of 30 members. This initial selection process can inadvertently lead to a board that is not fully representative of the community’s diverse demographics and perspectives.

Especially in larger communities, identifying truly representative individuals requires careful research. A 30-member board may be insufficient to represent all community sectors adequately. Furthermore, certain groups, such as youth themselves or single parents on welfare, may be underrepresented unless specifically targeted for inclusion. If “key community leaders” perceive themselves as solely leading the process, the intended participatory nature of CTC can be compromised.

Restricted Choice of Interventions. CTC’s claim of empowering communities to devise their own solutions is partially limited. Communities can combine interventions to meet their needs, but only from a predefined set of “best practices.”

The “menu” of best practices is a double-edged sword. While it offers communities access to proven programs and the security of established curricula, it can also limit creativity and the potential for leveraging local knowledge to develop more tailored interventions. Greater freedom of choice and the opportunity for communities to craft their own programs could potentially lead to more innovative and community-specific solutions.

Potential for Passive Implementation. Choosing from pre-selected best practices might inadvertently encourage communities to simply follow instructions rather than fully investing their passion and local expertise. An intervention that is pre-designed, rather than organically developed within the community, might lead to a belief that simply implementing it “correctly” will automatically guarantee results. If expected outcomes are not immediately achieved, communities might focus on refining implementation rather than critically analyzing the underlying issues and adapting the intervention accordingly.
Narrow Focus on Youth and Specific Behaviors. CTC’s specific focus on youth and the five problem behaviors (substance abuse, delinquency, teen pregnancy, school dropout, and violence) can be both an advantage and a disadvantage. On one hand, it allows for a concentrated effort and manageable goals. On the other hand, it may lead to a limited view of community health and development, potentially neglecting long-term, holistic community well-being.

Focusing solely on reducing specific problem behaviors might create the impression that achieving these goals fully “fixes” the community. If these targeted behaviors become the sole end goal, it may diminish the community’s commitment to broader, long-term social change, which is often essential for truly resolving underlying community issues.

Assumptions and Limited Long-Term Data. While CTC’s theoretical foundation and best practices are supported by research, the program’s long-term effectiveness is not yet fully established. Data primarily reflects short- to mid-term outcomes, and long-term data collection is still ongoing.
Commercial Nature and Potential for Conflict of Interest. CTC is typically offered as a commercial package that includes materials, training, and support. While this package provides valuable resources, it also introduces a potential conflict of interest. The provider benefits from selling the entire package, which might limit flexibility and potentially prioritize selling services over ensuring the most appropriate and effective solutions for each community. While not inherently problematic, the commercial aspect warrants consideration.

Many of these disadvantages can be mitigated by adapting the CTC framework to a community’s specific needs. For instance, community leaders can broaden the definition of “key community leaders” and ensure diverse representation from the outset. Communities can also integrate best practice programs with locally developed initiatives, fostering greater creativity and ownership. No model is universally applicable, and tailoring CTC to the local context is crucial for success.

Who Should Be Involved in Communities That Care? Building a Broad-Based Coalition

As emphasized, CTC’s success hinges on broad-based participation. While community leaders are essential, engaging all stakeholders is critical to ensure community buy-in and program effectiveness.

Key Stakeholders for Community Leaders to Engage:

Individuals Directly Affected by Problem Behaviors. Their lived experiences and deep understanding of the issues are invaluable.
- Youth themselves, particularly those with lived experience – former gang members, individuals in recovery from substance abuse, teen parents, and school dropouts. They offer unique insights and credibility with other young people, speaking from personal experience rather than an adult perspective.
- Families, partners, and friends of those affected by problem behaviors. Their experiences are often deeply impactful and emotionally challenging.
- Victims of delinquency or youth violence.
Individuals Indirectly Affected by Problem Behaviors. This group encompasses a range of individuals with diverse interests and perspectives.
- Educators, counselors, coaches, and other school personnel.
- Professionals working in youth-serving organizations – caseworkers, outreach workers, gang intervention specialists, mentors, and youth group leaders.
- Professionals who address the consequences of youth problem behaviors – police officers, medical professionals, health workers, judges, and probation officers.
- Business owners and residents who believe their businesses or property values are negatively impacted by youth-related issues like loitering, public intoxication, or youth violence.
Community Leaders and Decision-Makers. This category includes both formal and informal leaders.
- Formal Leaders: Elected and appointed officials.
- Informal Leaders: Opinion leaders, prominent business figures, institutional leaders, civic leaders, community activists, representatives of minority groups, labor union representatives, neighborhood leaders, clergy, and respected community members.
Individuals with a General Community Interest. These are individuals who may not be directly affected but are invested in the well-being of youth and the community as a whole.
- Parents and other community members who desire the best possible environment and support for young people.
- Business leaders and community developers who want to promote the community as an attractive place to live, raise families, and start businesses.
- Community volunteers and other concerned citizens.
The Media. Engaging media representatives from the outset, both as professionals and community members, is crucial for ensuring that the community receives accurate and timely information about CTC and its local initiatives.

How to Employ the Communities That Care Approach: A Step-by-Step Guide for Community Leaders

In 2000, Hawkins and Catalano partnered with Channing-Bete Company to offer a trademarked “Communities That Care” package to communities. This comprehensive package provides community leaders with an overall strategy, training for community participants, support in selecting and implementing effective interventions, evaluation tools, and ongoing technical assistance.

To implement a formal CTC program, communities need to engage with Channing-Bete. Further information is available on the CTC section of their website.

The following outlines the seven phases of an effective community prevention process as described by CTC. This process reflects the steps involved when partnering with Channing-Bete to implement a CTC program. Detailed specifics are intentionally limited to protect the proprietary nature of the CTC program.

CTC outlines a seven-phase process for effective community prevention. The first two phases are preliminary and may not be necessary in all communities:

1. Awareness.

The initial step involves assessing the community’s readiness to address adolescent problem behaviors. Community members across all sectors must be aware of the prevalence of these behaviors and recognize them as significant issues. Community readiness is essential before proceeding to the next phase.

2. Education.

Once awareness exists, the community needs to be educated about the nature and impact of problem behaviors and the importance of addressing them. Community education provides citizens with the necessary knowledge to understand the issues – defining the problem behaviors, their consequences, evidence of their prevalence within the community, and related factors.

These initial phases align with the first two stages of readiness for change recognized in social marketing. The Community Tool Box resource, Understanding Social Marketing: Encouraging Adoption and Use of Valued Products and Practices, describes a “continuum of understanding” that accompanies behavior change:

Knowledge about the problem.

Belief in the problem’s importance.

Desire for change.

Belief in the possibility of change.

Action.

Maintenance of action.

The awareness and education phases of CTC address the first two stages of this continuum, ideally leading to the third stage – a desire for change. The subsequent stages are addressed through the presentation, adoption, and implementation of CTC as a community-wide initiative.

A crucial aspect of this framework is that an individual’s level of understanding significantly influences their willingness to change. It’s essential to engage individuals at their current stage of understanding and provide targeted information or arguments to encourage progression to the next stage. Therefore, before launching initiatives like CTC or similar models, it’s vital to gauge the community’s existing understanding of the issues. Regardless of the quality of the proposed process or intervention, if the community is not yet ready to support the effort, it is likely to fail. Laying the groundwork by fostering community understanding (ideally through participatory approaches) is a prerequisite for successful action.

3. Community Mobilization.

Once the community recognizes and understands the problem and the need for prevention and intervention, community mobilization begins. This involves recruiting a small group of “key community leaders” – decision-makers and opinion leaders whose support is crucial for community action. These leaders include elected officials, business and labor leaders, heads of institutions and agencies, school superintendents, and other influential figures.

This core group receives an orientation to CTC and commits to the process. They then extend invitations to approximately 30 individuals from diverse community sectors to form a community board responsible for overseeing the CTC process. This community board then participates in a two-day orientation and training program on the theoretical underpinnings of CTC and its implementation.

As previously discussed, this initial mobilization phase can be improved to ensure greater diversity and community ownership from the outset. The Orlando Healthy Community initiative serves as a valuable example. It began with a self-selected group of key community leaders (mayor, hospital administrators, bankers, Junior League officers, etc.). Their attempt to assemble a community board was facilitated by a professional. When the group drafted an initial list of invitees, the facilitator pointed out the lack of diversity – primarily white, middle-class individuals aged 35-65.

Demonstrating commendable adaptability, the group revisited their approach, conducted community research, connected with previously unreached individuals, and ultimately created a truly inclusive list of 160 participants, almost all of whom joined the initiative. This example highlights the importance of intentional efforts to ensure diverse representation on the community board and addresses the question of whether a 30-member board is sufficiently representative for larger communities.

In smaller, more homogenous communities or neighborhoods, a 30-member board may be adequate. However, even moderately sized cities may encompass over 30 distinct ethnic groups, each potentially requiring representation. Furthermore, geographic, age, and socioeconomic diversity, as well as representation from specific organizations and professions, are crucial considerations, in addition to including the initial key community leaders and other politically important figures and subgroups (businesses, large institutions, public employees, schools, academia, community volunteers, etc.).

Following training by a CTC facilitator, the community board holds public meetings to introduce CTC to the broader community and engage residents in developing a shared vision to guide the planning and implementation process.

4. Community Assessment.

The community assessment phase of CTC focuses on identifying both community weaknesses and needs, as well as existing strengths and resources. The community board utilizes various strategies to analyze community needs:

Youth Survey. A standardized survey administered to youth in schools is part of the CTC package. This survey is designed to identify risk and protective factors prevalent in the community and to help the board understand specific prevention needs.
Census and GIS Data. Analyzing census data and Geographic Information Systems (GIS) data and comparing them to previous census information can reveal trends, changes, and emerging problems or assets within the community. GIS mapping can also visually represent concentrations of specific demographic groups (racial, ethnic, language minorities, socioeconomic groups), employment patterns, and other relevant information.
Archival Records. Records from schools, police departments, newspapers, and government agencies can provide valuable historical data on past efforts, recurring problems, the success or failure of previous initiatives, and other pertinent information.
Direct Contact with Youth and Community Members. Through focus groups, community forums, individual interviews, and informal conversations with diverse groups, the community board can gather firsthand information from those who directly experience problem behaviors and risk and protective factors and their impacts on a daily basis.

Utilizing these methods, the board determines the specific risk and protective factors most relevant to the community and selects two to five risk factors to prioritize for intervention. Actions taken to address these risk factors are tailored to the unique needs of the community, focusing on areas and populations where data indicate the greatest need for risk reduction and protective factor enhancement.

The board then receives a one-day training session focused on identifying community strengths and resources. This training equips them to locate resources that can support the CTC initiative:

Financial Resources: Identifying local funding sources or exploring other funding opportunities.
Expertise: Seeking out academic experts, community groups, or individuals with experience working with youth who can provide specialized knowledge and guidance.
Human Resources: Recruiting paid staff and volunteers to perform essential front-line and support tasks to ensure the initiative’s success.
Channels to Reach Youth: Identifying effective avenues for engaging youth, such as schools, libraries, media outlets, sports facilities, street outreach programs, and direct communication strategies with parents.

5. Prevention Plan Development.

In this phase, the community board makes strategic decisions regarding program focus, develops specific goals and measurable outcomes, and selects from a range of proven programs to address identified issues. This phase begins with community planning training, followed by a structured strategic planning process.

The community board carefully reviews the prioritized risk and protective factors and identifies the geographic, social, or demographic groups with the most significant needs. Based on this analysis, the board establishes clear outcomes for enhancing protective factors, reducing risk factors, and promoting positive behavior change. They also set timelines and assign responsibilities for implementing the plan.

The next step is a two-day “effective prevention strategies” workshop that introduces the board to evidence-based practices and assists them in selecting one or more programs that are appropriate for the community and aligned with its planning goals. Rather than focusing solely on one area, the board is encouraged to select strategies that address family, school, and community-level factors for a more comprehensive approach.

6. Program Implementation.

The board establishes an implementation task force comprising board members, individuals who will directly manage or work within the program, program beneficiaries, and other community members. CTC provides guidance and support in establishing the implementation structure, replicating chosen programs effectively, and ensuring smooth operation.

As with any community development model, successful implementation of CTC relies on thorough and inclusive planning, a clearly structured implementation process (ensuring everyone understands their roles, responsibilities, and timelines), and effective communication among all stakeholders. These elements are crucial for ensuring the plan is executed as intended.

However, effective implementation does not automatically guarantee program effectiveness. Success depends on selecting interventions that appropriately address the identified issues and on the competence, dedication, and collaborative spirit of the individuals directly involved in program implementation, particularly in their interactions with the target population.

7. Outcomes Evaluation.

The program’s effectiveness is rigorously evaluated against the outcome and accountability criteria established during the planning phase. CTC provides evaluation instruments and assists with the evaluation process. The evaluation aims to identify program successes and areas needing improvement, providing the board with data-driven insights for program adjustments.

Evaluation and adaptation are integral and ongoing components of the CTC process, continuing throughout the initiative’s lifespan. A CTC initiative is not a short-term project that concludes upon achieving initial positive results. Sustained success requires continuous effort. If positive outcomes are achieved, the program should be maintained to ensure long-term benefits. If results are less favorable than anticipated, ongoing evaluation and program adjustments are essential until desired outcomes are reached.

Even with overwhelmingly positive results, complacency is not an option. Positive changes can erode without continued effort. Maintaining long-term success requires sustained commitment – continuous evaluation, adaptation, implementation, and proactive identification and addressing of emerging community needs – to build a healthier and more promising future for youth and the community.

In Summary: Communities That Care Tools for Building Stronger Communities

Communities That Care (CTC) is a trademarked, evidence-based process rooted in the Social Development Strategy developed by J. David Hawkins and Richard Catalano. This strategy examines how risk and protective factors influence adolescent development, either steering youth towards or away from healthy pathways.

CTC specifically targets five key problem behaviors: substance abuse, delinquency, teen pregnancy, school dropout, and violence. It aims to mitigate 19 identified risk factors across individual/peer, family, school, and community domains that can contribute to these behaviors, while simultaneously strengthening three core protective factors: individual characteristics, bonding, and healthy beliefs and clear standards, which buffer adolescents from negative influences.

Key Advantages of the CTC Process for Community Leaders:

CTC is grounded in established theory and practical application.
CTC promotes inclusivity and broad community participation.
CTC adopts a comprehensive community-wide perspective.
CTC provides structured training and support at every stage.
CTC offers a menu of proven best practices for intervention.
CTC is adaptable and customizable to meet specific community needs.
CTC incorporates evaluation and continuous improvement mechanisms.
CTC has demonstrated effectiveness in addressing various problem behaviors.

Potential Drawbacks and Challenges for Community Leaders:

Initial stages of CTC may have limited inclusivity.
Choice of interventions may be restricted to pre-selected best practices.
Reliance on best practices may hinder community ownership and creativity.
CTC has a narrow focus on youth and specific problem behaviors.
Long-term effectiveness data is still developing.
CTC is offered as a commercial package, potentially creating conflicts of interest.

To ensure a successful and impactful CTC initiative, broad-based participation is paramount. Community leaders should actively engage all stakeholders and sectors of the community, including those directly and indirectly affected by problem behaviors, professionals working with youth, community leaders (both formal and informal), concerned citizens, and media representatives.

CTC is presented to communities as a comprehensive package encompassing a structured framework, training programs, materials, survey and evaluation tools, ongoing guidance, and technical support. The process begins with assessing community awareness and readiness to address the issues. If needed, initial phases focus on raising awareness and educating the community about problem behaviors – their nature, severity, prevalence, and at-risk populations. Once this foundation is established, the core CTC process commences.

The first step is recruiting a core group of key community leaders who receive orientation and commit to sponsoring the initiative. They then recruit a diverse community board of approximately 30 members. The board, after receiving training, introduces CTC to the community and collaboratively develops a shared vision.

Following further training, the board conducts a thorough community assessment to identify key risk factors, vulnerable populations, and available resources. A planning process, also supported by training, leads to the development of a strategic plan, and interventions are selected from a menu of best practices, ideally addressing family, school, and community factors.

An implementation task force, including program staff and stakeholders, oversees the implementation phase, establishing timelines, accountability measures, and outcome indicators. Regular evaluation is integral, providing data for ongoing program adjustments and improvements. Sustaining the initiative and its positive outcomes requires continuous evaluation, adaptation, and community commitment to create a healthier future for youth.

Online Resources

Channing-Bete: The official provider of CTC programs. Website offers information on CTC, background, success stories, publications, and resources.

Intensive Aftercare for High-Risk Juveniles: A Community Care Model: Report by the Office of Juvenile Justice and Delinquency Prevention on community-based aftercare models for high-risk youth.

Investing in Your Community’s Youth: An Introduction to The Communities That Care System: A guide providing an overview of the CTC system for communities seeking to build positive futures for youth.

Lower Dauphin School District (PA): Example of a school district implementing the CTC approach. Pennsylvania has recommended CTC adoption to districts statewide.

Information on CTC from the Regional Prevention Center of the Flint Hills (KS).

Southern York County (PA) School District: Another Pennsylvania school district implementing CTC. Website includes a history of CTC development within the district.

Print Resources

Communities That Care Delinquency Prevention Model: A Study in Florida. Research report #72, Florida Department of Juvenile Justice. Study examining risk factors, problem behaviors, and the role of race in these dynamics.

Hawkins, J., Catalano, R., & Michael W. (2002). Promoting science-based intervention in communities. Addictive Behaviors, vol. 27, pp. 951-976.

Hawkins, J., & Catalano, R. (1992). Communities That Care: Action for Drug Abuse Prevention. San Francisco: Jossey-Bass.

Paglin C. (1998). Communities That Care. Northwest Education Magazine, Winter issue, Northwest Regional Educational Laboratory. Quarterly publication focusing on the Portland, OR CTC program.