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    <p begin="00:00:00.50" end="00:00:03.01">[ Music ]</p>
    <p begin="00:00:03.01" end="00:00:03.23">&gt;&gt; Collecting Contextual<br/>Evidence:</p>
    <p begin="00:00:03.23" end="00:00:08.82">The contextual factors<br/>considered</p>
    <p begin="00:00:08.82" end="00:00:12.31">to be evidence will vary<br/>based on the circumstance</p>
    <p begin="00:00:12.31" end="00:00:14.80">and prevention goals of<br/>a particular community.</p>
    <p begin="00:00:14.80" end="00:00:18.95">Information on contextual<br/>factors is considered</p>
    <p begin="00:00:18.95" end="00:00:23.19">to be contextual evidence when<br/>it is systematically collected,</p>
    <p begin="00:00:23.19" end="00:00:27.56">replicable, observable,<br/>credible, and verifiable.</p>
    <p begin="00:00:27.56" end="00:00:30.69">After narrowing down the<br/>parts of contextual evidence</p>
    <p begin="00:00:30.69" end="00:00:34.59">that are necessary to inform a<br/>specific evidence-based decision</p>
    <p begin="00:00:34.59" end="00:00:38.56">making process, the next<br/>step is to identify sources</p>
    <p begin="00:00:38.56" end="00:00:42.13">of that information on<br/>relevant context that have been</p>
    <p begin="00:00:42.13" end="00:00:45.89">or can be systematically<br/>gathered and assessed.</p>
    <p begin="00:00:45.89" end="00:00:49.12">Existing sources of data<br/>could include census data</p>
    <p begin="00:00:49.12" end="00:00:51.54">and school records.</p>
    <p begin="00:00:51.54" end="00:00:55.25">New data on context can<br/>be gathered by surveys,</p>
    <p begin="00:00:55.25" end="00:01:00.01">community assessments,<br/>focus groups, or interviews.</p>
    <p begin="00:01:00.01" end="00:01:02.37">&gt;&gt; We are trying to build<br/>evidence-based strategies</p>
    <p begin="00:01:02.37" end="00:01:04.14">through a lot of the<br/>projects that I work with --</p>
    <p begin="00:01:04.14" end="00:01:06.42">specifically sexual assault<br/>and domestic violence,</p>
    <p begin="00:01:06.42" end="00:01:08.41">but also what works with youth.</p>
    <p begin="00:01:08.41" end="00:01:10.20">You know, what&apos;s - in fact,<br/>the strategy with youth</p>
    <p begin="00:01:10.20" end="00:01:10.74">if that&apos;s what you are -</p>
    <p begin="00:01:10.74" end="00:01:13.38">what&apos;s the effective<br/>strategy with adult men?</p>
    <p begin="00:01:13.38" end="00:01:15.27">Or, you know, some of<br/>the programs I work</p>
    <p begin="00:01:15.27" end="00:01:17.44">with are culturally<br/>specific communities.</p>
    <p begin="00:01:17.44" end="00:01:19.86">We all know a lot about what<br/>works with - like among men,</p>
    <p begin="00:01:19.86" end="00:01:22.84">let&apos;s say, or, you know,<br/>in tribal communities</p>
    <p begin="00:01:22.84" end="00:01:23.60">and that sort of thing.</p>
    <p begin="00:01:23.60" end="00:01:27.19">But we know some<br/>things that are -</p>
    <p begin="00:01:27.19" end="00:01:30.46">that might be more<br/>generalized, or generalizable,</p>
    <p begin="00:01:30.46" end="00:01:32.49">that we can try to<br/>see if it holds true</p>
    <p begin="00:01:32.49" end="00:01:34.61">in a culturally specific<br/>community,</p>
    <p begin="00:01:34.61" end="00:01:36.51">or what makes it<br/>different or unique.</p>
    <p begin="00:01:36.51" end="00:01:41.05">[ Clicking ]</p>
    <p begin="00:01:41.05" end="00:01:44.19">&gt;&gt; A community-needs<br/>assessment was conducted.</p>
    <p begin="00:01:44.19" end="00:01:47.52">The assessment suggests<br/>that teen dating violence</p>
    <p begin="00:01:47.52" end="00:01:49.40">and low academic achievement --</p>
    <p begin="00:01:49.40" end="00:01:52.69">a risk factor for engaging<br/>in teen dating violence --</p>
    <p begin="00:01:52.69" end="00:01:55.48">are significant problems<br/>in the community.</p>
    <p begin="00:01:55.48" end="00:01:58.85">In addition, many agencies<br/>serving youth at risk</p>
    <p begin="00:01:58.85" end="00:02:02.68">for involvement in teen dating<br/>violence reported both a rise</p>
    <p begin="00:02:02.68" end="00:02:05.72">in demand for services<br/>and a decrease in funding.</p>
    <p begin="00:02:05.72" end="00:02:10.60">The task force also made a<br/>list of the associations,</p>
    <p begin="00:02:10.60" end="00:02:12.91">organizations, and institutions</p>
    <p begin="00:02:12.91" end="00:02:15.74">that might be involved<br/>in this effort.</p>
    <p begin="00:02:15.74" end="00:02:19.31">Additional information on the<br/>local context was collected</p>
    <p begin="00:02:19.31" end="00:02:21.65">from a youth behavior<br/>survey completed</p>
    <p begin="00:02:21.65" end="00:02:24.90">by a local teen pregnancy<br/>prevention organization</p>
    <p begin="00:02:24.90" end="00:02:26.71">and local school data.</p>
    <p begin="00:02:26.71" end="00:02:30.48">According to the youth survey,<br/>participants were more concerned</p>
    <p begin="00:02:30.48" end="00:02:33.77">about sexual violence,<br/>teen dating violence,</p>
    <p begin="00:02:33.77" end="00:02:38.55">and abuse than they were<br/>about drugs, pregnancy, gangs,</p>
    <p begin="00:02:38.55" end="00:02:41.20">disease, and other<br/>health-related issues</p>
    <p begin="00:02:41.20" end="00:02:42.77">in the community.</p>
    <p begin="00:02:42.77" end="00:02:44.97">According to local school data,</p>
    <p begin="00:02:44.97" end="00:02:48.39">academic achievement is<br/>far lower in the community</p>
    <p begin="00:02:48.39" end="00:02:50.59">than state and national<br/>averages;</p>
    <p begin="00:02:50.59" end="00:02:53.49">and academic achievement<br/>is a known risk factor</p>
    <p begin="00:02:53.49" end="00:02:54.93">for teen dating violence.</p>
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