Definitions
| Name | Definition |
|---|---|
| ATOD | Alcohol, Tobacco, and Other Drugs |
| Childcare Slots | A contracted space at a daycare program that is set aside whether or not it is utilized. |
| Connecting Youth to Caring Adults and Activities | Caring adults could include teachers, coaches, extended family members, neighbors, and community volunteers. Exposure to positive adult role models helps youth learn acceptable and appropriate behavior. Through positive interpersonal relationships and learning activities, youth can also develop broad and healthy life goals, improve their school engagement and skills, and establish networks and have experiences that improve their future schooling and employment opportunities. Programs may include mentoring, out of school time or other pro-social activities. |
| CStat | Performance-based analysis strategy that allows every CDHS program to better focus on and improve performance outcomes. |
| Direct Service | Services provided directly to a child, youth, or family by a professional. |
| Does Not Currently Meet Criteria | Has been reviewed and does not currently meet the evidence criteria for ‘promising,’ ‘supported,’ or ‘well-supported” practices. |
| Equity | Part of a complex continuum that includes diversity, inclusion, and equality. Equity is when everyone, regardless of who they are or where they come from has the opportunity to thrive. This requires eliminating barriers like poverty and repairing injustices in systems such as education, health, criminal justice, and transportation. Source:https://www.colorado.gov/pacific/cdphe/ohe |
| Familial Status | Status that includes children under the age of 18 in the household. |
| Gender Expression | External appearance of one's gender identity, usually expressed through behavior, clothing, haircut or voice, and which may or may not conform to socially defined behaviors and characteristics typically associated with being either masculine or feminine. |
| Gender Identity | One's innermost concept of self as male, female, a blend of both or neither – how individuals perceive themselves and what they call themselves. One's gender identity can be the same or different from their sex assigned at birth. |
| Indicated | Focus on those individuals already engaged in high-risk behaviors and aim to prevent or reduce continued engagement. |
| Intervening to Prevent Harm & Lessen Risk | Many youth who engage in violence as teens and young adults have histories of childhood conduct problems, aggression, violence perpetration and victimization, delinquency, and criminal behavior. Many have experienced traumatic events and show signs of behavioral and mental health problems from experiencing, witnessing, and living with chronic exposures to violence and in unhealthy environments. These approaches develop youth’s social and problem-solving skills, provide youth with therapeutic services to address behavioral and emotional issues, offer families therapeutic services to reduce conflict, improve communication, and enhance parents’ management and supervision of youth. Programs typically include multiple components, such as individual counseling of youth, family counseling, parent training, and school consultation. Other types include brief interventions to develop skills and risk awareness, screening or needs assessments, connection to case-management services, or restorative justice practices. Source: https://www.cdc.gov/violenceprevention/pdf/yv-technicalpackage.pdf |
| Lead Agency | The fiscal and coordinating agency for Multi- and Intermediary Agencies. |
| Marginalized Communities | Marginalized populations are groups and communities that experience discrimination and exclusion (social, political and economic) because of unequal power relationships across economic, political, social and cultural dimensions. Marginalization can be understood as persistent inequality and adversity resulting from discrimination, social stigma and stereotypes. For the purposes of this grant, applicants serving the following marginalized communities may be eligible for bonus points.
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| Marital Status | Distinct options that describe a person's relationship with a significant other. A person's state of being single, married, separated, divorced, or widowed. A person's specified civil status might also be married if they are in a civil union or common-law marriage. The civil status of a person who is legally separated is married. |
| Not Evidence-Based | Has not been reviewed. |
| Partner Agency | A subcontracting agency of a Multi-Agency applicant or an agency receiving support and promotion of an evidence-based program through an Intermediary Agency applicant. |
| Positive Youth Development (PYD) | An intentional, pro-social approach that engages youth within their communities, schools, organizations, peer groups, and families in a manner that is productive and constructive; recognizes, utilizes, and enhances youths' strengths; and promotes positive outcomes for young people by providing opportunities, fostering positive relationships, and furnishing the support needed to build on their leadership strengths. Source: https://www.colorado.gov/pacific/cdphe/positive-youth-development |
| Primary | Approaches that strive to protect individuals in order to avoid problems prior to signs or symptoms of problems. |
| Promising Practice | Has at least one study that achieves a rating of ‘moderate’ or ‘high’ on Study Design and Execution and demonstrates a favorable effect on at least one target outcome. |
| Promote Family Environments that Support Healthy Development | The promotion of positive family environments throughout a child’s development is connected to caregivers’ knowledge about healthy and age-appropriate child development as well as the ways families communicate, manage behavior, and resolve conflict. Family environments that are unstable, stressful, lack structure and supervision, have poor relationships and communication between family members, and use harsh or limited discipline with children are risk factors for youth violence and contribute to young people developing other risks, such as poor problem-solving skills and early and continued perpetration of aggression. Examples include: providing parent education, Nurse Family Partnerships Source: https://www.cdc.gov/violenceprevention/pdf/yv-technicalpackage.pdf |
| Provide Quality Education Early in Life | High-quality early education environments, such as ones that are licensed and accredited, promote youth’s social skill and cognitive development, strengthen connections to school, and reduce problem behaviors at school and at home. Early childhood education that includes parental engagement can strengthen youth outcomes, family involvement in children’s future education, and parenting practices and attitudes. Examples include: preschool enrichment, early childhood education programs. Source: https://www.cdc.gov/violenceprevention/pdf/yv-technicalpackage.pdf |
| Qualified, Unfunded Agency | An agency who meets the minimum qualifying score of 70 for TGYS funding during the Comprehensive Review but whose score does not rank high enough to be in the top tier of agencies funded with the available funding allocated to TGYS for a particular grant year. |
| Reimbursement Contract | Funding will be reimbursed on a monthly basis for expenses incurred the previous month pending successful completion and submission of monthly reimbursement invoices. |
| Residential Treatment Programs | Live-in health care facilities providing therapy for substance abuse, mental illness, or other behavioral problems. |
| Rural & Frontier Counties | As defined by the State Office of Rural Health, Rural: non-metropolitan county with no cities over 50,000 residents., and Frontier: county that has a population density of 6 or fewer residents per square mile. Source: https://www.colorado.gov/pacific/sites/default/files/PCO_CHSC_CountyDesignations_2016.pdf |
| Secondary | Approaches that identify individuals in the early stages of problem behaviors and attempts to avert the negative consequences by encouraging individuals to cease their problem behavior. It is often referred to as early intervention. |
| Selected | Focus on groups that are considered to be at greater levels of risk due to their membership in a particular population segment (e.g. children of substance abusers, students who are failing academically, teen moms, LGBTQ, etc.) |
| Sexual Orientation | An inherent or immutable enduring emotional, romantic or sexual attraction to other people. |
| SFY | State Fiscal Year which runs July 1st-June 30th |
| SMART Objective | Specific, Measurable, Achievable, Relevant, Time-Bound |
| SOW | Statement of Work |
| Strengthening Families | A research-informed approach to increase family strengths, enhance child development and reduce the likelihood of child abuse and neglect. Source: http://www.cssp.org/reform/strengtheningfamilies |
| Strengthening Youth Skills | The likelihood of violence increases when youth have under-developed or ineffective skills in the areas of communication, problem-solving, conflict resolution and management, empathy, impulse control, and emotional regulation and management. Examples include providing substance use education, providing pro-social activities, before and after school programming, restorative approaches. Source: https://www.cdc.gov/violenceprevention/pdf/yv-technicalpackage.pdf |
| Student Scholarships | An award of financial aid for a student to further their education. |
| Supported Practice | Has at least one study carried out in a usual care or practice setting that achieves a rating of ‘moderate’ or ‘high’ on Study Design and Execution and demonstrates a sustained favorable effect of at least 6 months beyond the end of treatment on at least one target outcome. |
| Systems or Community Level | Changes to policies or the physical and social aspects of settings in order to reduce risk factors and increase protective factors for youth violence. |
| Tertiary | Approaches that strive to end problem behavior and/or to ameliorate their negative effects through treatment and rehabilitation. This is most often referred to as treatment but also includes rehabilitation and relapse prevention (i.e. corrective services.) |
| Train the Trainer Model | A process that provides instruction, coaching, and feedback to those that deliver training and does not provide direct service to clients. |
| Universal | Focus on an entire population (e.g. national, local community, school, grade, neighborhoods, etc.) with programs, policies, and practices aimed at preventing or delaying engagement. |
| Well-supported Practice | Has at least two studies with non-overlapping analytic samples carried out in a usual care or practice setting that achieve a rating of ‘moderate’ or ‘high’ on Study Design and Execution. At least one of the studies must demonstrate a sustained favorable outcome beyond one year. |
| Youth | A person with an age of 9-24 years. |