Call to Action Working Copy

Are you ready to Join the call to action To prevent interpersonal violence?

Road Map

Invitation

Goals/mission

Community Challenges

Addressing Systemic Inequities

Building a Team

Identifying our Super powers

Learning About trauma

Developing an Action Plan

Reflections

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Community Stories of Progress

Invitation: Doing our little bit of good where We are it's those little bits of good put together that overwhelm the world. Desmond Tutu (Nobel Peace Prize 1984)

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We are called to take collective action in a coordinated and strategic manner to prevent interpersonal violence.

Mission

We must shift how we work together by using a public health approach with an equity lens to change upstream influences that allow and even foster environments for interpersonal violence. ​

We know that social systems shape lives. Together we can build healthier, more supportive and caring systems that foster safety and resilience.​

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Goals

Foster holistic family and early childhood development and resilience

Build an effective and sustainable infrastructure for interpersonal violence prevention

Improve economic opportunity and Stability for families and children

Encourage community trust and connectedness

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Pick your Community challenge

Economic Opportunities

early Childhood Supports

Community Connectedness

Economic opportunities

A local community organization and faith community leaders met with the city council to discuss the issue of interpersonal violence in their community. They presented data on how specific groups of people were most at risk for interpersonal violence based upon factors that the community could do something to address. They decided to develop a work group that would develop a response that addressed these risk factors building on the strengths and assets in the community.

At the first meeting, the work group reviewed the Call to Action strategies. They realized their community was dealing with increasing isolation of community members and they wanted to strengthen community connectedness. They also realized that a significant inequity in income resulted in entrenched poverty for many families. They knew that these economic factors were putting people at increased risk or interpersonal violence. They rolled up their sleeves, developed a plan, and took action …..

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Economic opportunities

A parent advocacy organization and private and public health system partners attended a community meeting hearing about increasing interpersonal violence in their community.

The health system partners shared research about the importance of decreasing adversity and trauma in early childhood. The parent advicoacy organization presented data about inequities different neighborhoods faced in access to quality early childhood programs. They learned about the Call to Action goals and realized that it was critical to begin early with supports for families and young children to make a difference in the wellbeing of their families. Together, they formed a work group, rolled up their sleeves, developed a plan, and took action …..

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Economic opportunities

Youth serving organizations, the Office of Education, and probation came together to address increasing in violence in their community.

They reviewed data about inequities young people face related to their experience and level of engagement in school, work, or the justice system. They wanted to work together to ensure that young people had access to opportunities and that they felt connected to their community. They learned about the Call to Action goals and realized that it was critical to provide supports for young people to support their ability to contribute to the vitality of the community in order to prevent violence. Together, they formed a work group, rolled up their sleeves, developed a plan, and took action …..

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Where we are

Where we want to be

the community will keep OUR efforts focused on the social and economic inequities (such as the income gap, gender and racial inequalities, and health disparities) as the best means of preventing interpersonal violence.

Click here to check your knowledge

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Where we are

Where we want to be

the community will keep OUR efforts focused on the social and economic inequities (such as the income gap, gender and racial inequalities, and health disparities) as the best means of preventing interpersonal violence.

Click here to check your knowledge

Next

Where we are

Where we want to be

the community will keep OUR efforts focused on the social and economic inequities (such as the income gap, gender and racial inequalities, and health disparities) as the best means of preventing interpersonal violence.

Click here to check your knowledge

Next

Racial Equity in Income

According to Bay Area Equity Atlas what is the difference in average income for people of color currently versus if there was racial equity?

Click here to view the data

About 60%

About 20%

About 40%

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What % of Black and Latinx people in Contra Costa County live in neighborhoods with low resources or high segregation/poverty?

See result

Source: https://bayareaequityatlas.org/indicators/neighborhood-opportunity#/

Over 70% of Black or Latinx people in Contra Costa County live in neighborhoods with low resources or high segregation/poverty

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Source: https://bayareaequityatlas.org/indicators/neighborhood-opportunity#/

Increasing our knowledge

The work group Knew they needed to learn more about how to address inequities the data was showing... So they embarked on a learning journey...

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strategies for Solving Systemic Inequities

Solving systemic inequities goes beyond a Band-Aid or checkbox approach addressing “symptoms” (such as demographic representation). Start here to explore strategies for how we can work together to solve systemic inequities

Step 2: Acknowledge

Step 3: Take Action

Step 1: Learn

Get Started

Strategies

Learn

It is essential to learn about the core concepts involved in systemic inequities to develop a common understanding.

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Tip: Racial Equity Tools provides a resource for learning core concepts.. Engaging in this learning will help us avoid working from different assumptions of what these concepts mean.

Strategies

01. What is racial equity?

What does Racial Equity Tools say about the meaning of racial equity? What would a racially equitable world look like?

https://www.racialequitytools.org/fundamentals/core-concepts/racial-equity

The socially constructed reality called 'race' is still one of the strongest predictors, statistically, of how groups of people fare in terms of wealth, health, education and other aspects of life. Racial equity is the condition that would be achieved if one's racial identity no longer predicted, statistically, how one fares.

In a racially equitable world:

• What kinds of laws and policies are in place?
• Do people relate to each other differently?
• What are the stories and impressions formed by mass media or popular culture?
• How do these core structures and cultural messages promote racial equity and how do we know?

Strategies

02. What is structural racism?

What does Racial Equity Tools say about structural racism?

https://www.racialequitytools.org/fundamentals/core-concepts/structural-racism

The term structural racism refers to a system in which public policies, institutional practices, cultural representations and other norms work in various, often reinforcing ways to perpetuate racial group inequity.

Strategies

03. What is whiteness and white privilege?

What does Racial Equity Tools say about whiteness and white privilege?

https://www.racialequitytools.org/fundamentals/core-concepts/whiteness-and-white-privilege

"White", as referring to people, is a political, economic, and legal concept established by colonial slave owners to separate poor Europeans and Africans, giving privileges to Europeans, while creating a system of chattel slavery to Africans. A privilege is a right, advantage, favor, or immunity granted to one, especially a right held by one individual, group or class, and withheld from certain others or all others.

"White privilege" refers to the unquestioned and unearned set of advantages, entitlements, benefits and choices bestowed on people solely because they are white. Generally white people who experience such privilege do so without being conscious of it.

Click here for examples

Continue exploring!

Click here to continue to learn core concepts in racial equity work.

Continue

Let's move on to strategy 2

Strategies

Acknowledge

Acknowledge that policies and practices are driven by racial bias and systems have been built for the advantage of white populations and the disadvantage of people based upon to racial/ethnic or other identities. This strategy helps us acknowledge how these inequities exist and our maintained in systems.

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Strategies

01. The system of inequity

The World Trust offers a holistic frame that "shows the continual interaction between the internal (personal) and external (interpersonal, structural/institutional) manifestations of bias. This self-perpetuating system must be interrupted at both the internal and external levels for lasting change to occur. The importance of continual self-work to understand and heal one’s own internalized privilege/oppression is integral to our collective ability to analyze and dismantle systemic inequity. Our culture avoids identifying and analyzing the policies and arrangements that help sustain inequity".

Source: Racial Equity Tools - The System of Inequality

Strategies

02. Recgonizing privilege

Joy DeGruy "A Trip to the Grocery Store"

J. Elena Featherston "Privilege"

Source: Cracking the Codes: The System of Racial Inequity

Strategies

Continue exploring!

Click here to continue to learn how we can acknowledge systems of inequity.

Continue

Let's move on to strategy 3

Strategies

Take Action

Taking action addresses the root causes of inequities and the environmental context that causes harm.

Go

Start

Strategies

01. Lead with Data

Leading with an equity lens means finding out who is most affected in a particular social issue and solving for that.

Strategies

02.

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Strategies

03.

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Correct

False

False

Take Action

Learn

Acknowledge

Congratulations!

Now the team is ready to move on to the next step.

Continue

Health Systems

Policymakers

Description

Description

Parents & Youth

Education

Building A team

Description

Description

Organizations

Community

Description

Description

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What ARE your Team's

Norms and culture CHANGE

Super powerS?

Neighborhood and community trust and connectedness

Educational opportunity and positive activities

Economic opportunity and Security

Access to basic needs

Supports to heal trauma

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Learning about trauma

Trauma-Informed Approaches: Learn about how to integrate a trauma-informed approach in order to reduce harm and promote healing

Trauma 101: Learn about the Impact of lived experiences and how we can respond

Collectively Taking care: Learn about how WE can work towards strategies for fostering solidarity and collective sustainability

Healing, Resilience, Thriving: Learn how we can Work towards a vision of resilience and thriving for all people

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Steps to Developing an action plan

OUtcomes

actions

Resourcing

Partners

• Develop strategies for resource development
• Design communications plans to engage others

• Create a vision for what success looks like
• Develop indicators of progress

• Identify, connect with, and build on what is already in place
• Align strategies with Call to Action Focus Areas

• Support the community To lead
• Identify others to partner with

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Double Check

Are you readyto do awesome things?​

Is the community leading?

Are we building sustainable infrastructure?

Are we focused on inequities?

Are we integrating trauma healing?

Are we measuring progress?

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Outcomes

Built sustainabile infrastructure, strengthened community connectendess, REduced disparities in Economic inequity

Built sustainable infrastructure, strengthened community connectedenss, Increased access to early childhood supports

Built sustainable infrastructure, strengthened community Connectedness , Improved economic opportunities for youth

Click on each outcome to read a story

Alena

Three years ago, Arlena’s relationship with her boyfriend grew abusive. He was angry that they could barely make ends meet and was embarrassed that Arlena was the one with the steady job. He would often put her down and threaten her if she did not hand over her paycheck. Arlena did not feel safe at home, but she didn’t know where or whom to turn to for help. She didn’t have family in California. She had little money saved. Seeing no good options, Arlena accepted the situation. But the threats just kept getting worse. It was hard to focus on work, and she would often become short tempered with customers and coworkers. Arlena shared, “I started secluding myself from everybody, everything. It affected me working. My boss got angry and cut my hours.” One day at church, a woman found her alone in a pew, visibly upset. When Arlena realized that the woman wasn’t going to go away without understanding what was wrong, she opened up about all that was happening at home. The woman told Arlena about a local organization that could help and offered to drive her there. Staff at the organization offered Arlena resources that she didn’t know existed, like support with financial planning and workshops to improve her job skills, help her land a better job, and empower her on her path to self-sufficiency. At the organization, she also met with staff who talked to her about violence in relationships – what it looks like, and how it can affect your health, state of mind, and your ability to work and look after yourself. The staff helped her come to terms with what was happening in her relationship. They helped her make a safety plan to minimize the harm and stay safe in her relationship. With these resources in hand, Arlena could begin to see a path forward. Click here for citation

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Maria and Ben

When picking up Ben from daycare one afternoon, a teacher took Maria aside. The teacher asked if there was anything happening that might be stressful for her and Ben. The teacher shared that she had noted a level of anxiety in Ben that was not typical for a child his age. The teacher mentioned that sometimes children exhibit anxiety like this when they are experiencing a higher level of stress. Maria didn’t know how to respond. She was doing her best to shield Ben from the abuse she was experiencing. The teacher handed Maria a card with her phone number and asked Maria to give her a call if she needed any support. Maria tucked the card away. Maria continued to think about what the teacher shared with her. She was more aware of the level of ongoing tension and stress in their home. She reached out to the teacher and shared what was happening. The teacher connected Maria to an organization that had partnered with Ben’s school and that had expertise in working with kids who had experienced trauma. This organization helped children and their parents heal and build resilience. They also facilitated linkages to other social services, such as transitional housing, financial subsidies, and food assistance if needed. As the weeks passed, Ben became calmer and Maria better understood the connection between the abuse and the stress her son experienced. Even though Maria felt sorrow about her son’s struggles, she found strength and hope for her family in the community she gained in Ben's teacher, her support group, and service providers. Click here for citation.

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INSERT YOUR VIDEO HERE

Name

Build a story about young people, social connectedness, relationships with police, and job opportunities https://www.theiacp.org/sites/default/files/2018-09/e121613800_Police-Youth-Engage-Modern-Policing_v9_NoCOPS_508.pdf

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