WEBVTT 00:00:00.000 --> 00:00:09.000 Okay so my name is Kerryann Bouska. I graduated a really long time ago from school. I went to University of Oregon. 00:00:09.000 --> 00:00:18.000 I have a degree in school and public health and I will tell you the framework is the same. 00:00:18.000 --> 00:00:24.000 Back then I had planned on going to graduate school to become a teacher. 00:00:24.000 --> 00:00:34.000 Really wanted to go to like do that and then this ballot measure came along we were talking about policy earlier, taxes. 00:00:34.000 --> 00:00:43.000 Government got in the way and this big ballot measure number five was passed and it eliminated a lot of services. 00:00:43.000 --> 00:00:50.000 It changed our entire funding structure for education and property taxes 00:00:50.000 --> 00:00:56.000 and the University of Oregon and many other universities around Oregon restructured their entire programs. 00:00:56.000 --> 00:00:65.000 Like on a dime they changed and so I was going into graduate school and then they said you have to go to Oregon State or Portland State 00:01:05.000 --> 00:01:13.000 and I was so silly back then I said I'm not going to Oregon State. I am a duck and ducks don't go to where the beavers are. 00:01:13.000 --> 00:01:24.000 And they definitely don't go to Portland State eh no. That's a college in the community right? No that's like in the city yuck I didn't want to do that. 00:01:24.000 --> 00:01:32.000 So so narrow focused don't ever be narrow focused because I then was out in the community 00:01:32.000 --> 00:01:41.000 and then I ended up living back east and then I ended up moving to Frontier rural Oregon and then when I decided to go back to graduate school 00:01:41.000 --> 00:01:48.000 there was no like internet there was no work from home, do your education 00:01:48.000 --> 00:01:53.000 and I live like five hours conveniently from nothing so it was kind of hard. 00:01:53.000 --> 00:01:61.000 So rule number one stay in school. Do what my favorite professor in the whole wide world, Dr. Shilad said, never stop learning. 00:02:01.000 --> 00:02:08.000 If its in an academic setting or just on your own never stop learning. So school and community health is what I did. 00:02:08.000 --> 00:02:21.000 And it was all about what we did in the community around oh gosh we were looking at recycling back then, kind of a new concept. 00:02:21.000 --> 00:02:28.000 Eugene was really on the cusp of doing everything around recycling. So that sounds kind of weird. 00:02:28.000 --> 00:02:35.000 HIV had just come on the scene. People were dying we didn't know what was going on. 00:02:35.000 --> 00:02:42.000 I remember this one little thing I came up with and It was just a four sided piece of paper and I wrote 00:02:42.000 --> 00:02:49.000 a tisket a tasket on the outside on the inside a condom or a casket. 00:02:49.000 --> 00:02:53.000 Yeah so sex ed at its best right? 00:02:53.000 --> 00:02:59.000 We were just walking around campus telling people. We had no information I mean when you're on the cusp of some kind of a 00:02:59.000 --> 00:02:68.000 huge contagion and you don't know exactly what it is thats doing it. What's causing it where it's coming from. 00:03:08.000 --> 00:03:14.000 You know back then we didn't have twitter telling us every five minutes what people were thinking and what the newest research was. 00:03:14.000 --> 00:03:22.000 It was pretty old school you know you actually had to come to class to learn about something and you were hoping your professors were in the know 00:03:22.000 --> 00:03:33.000 like they were not even listening on a podcast wow I can't even talk about like what life used to be like back then. That they were reading the newest journals 00:03:33.000 --> 00:03:40.000 and that they were getting the newest journals and that they had had time to read them before class. Wow so old school. 00:03:40.000 --> 00:03:44.000 So school and public health. 00:03:44.000 --> 00:03:51.000 I also have something called, I'm a certified preventions specialist. 00:03:51.000 --> 00:03:61.000 Which is actually, we just call it a CPS and that means that I have a certain list of things I've done over the course of my 00:04:01.000 --> 00:04:16.000 ten year like I've had 2000 hours of work in a certain field, like I've taught curriculum I've created certain things I've been to certain classes. 00:04:16.000 --> 00:04:27.000 And then I took a three hour test and then I became a certified prevention specialist and then ever two years I spend 150 dollars to renew that. 00:04:27.000 --> 00:04:33.000 Luckily I know the people that and I can give them more money and say look I gotta get this. 00:04:33.000 --> 00:04:45.000 So in order to be rectified I have to have 40 hours of continuing education every two years and I also have to have six hours of ethics 00:04:45.000 --> 00:04:56.000 every two years so that is something that is like a standard in my profession along with community health education specialist its called a CHES. 00:04:56.000 --> 00:04:68.000 Kind of the same concept. Oregon in the culture that I worked in the CPS was actually identified as a higher need then 00:05:08.000 --> 00:05:16.000 a CHES in particular because my focus has always been substance abuse prevention 00:05:16.000 --> 00:05:25.000 and now its like oh we just have to look at everything because it's all about at risk behaviors social determinants of health. 00:05:25.000 --> 00:05:33.000 So just to focus in on on little area is kind of limiting so now its like everything. 00:05:33.000 --> 00:05:41.000 So I graduated in University of Oregon. I started doing work like right after school. 00:05:41.000 --> 00:05:48.000 So I feel like I've been doing this my whole entire career no matter what it has been that I've done. 00:05:48.000 --> 00:05:63.000 My very first real job was teaching curriculum so I didn't work for the schools I contracted to the schools and I worked for the county. 00:06:03.000 --> 00:06:14.000 And at that time I was living in Frontier rural Oregon so thats Eastern Oregon. That means that there was less then ten people per square mile where I lived. 00:06:14.000 --> 00:06:24.000 I didn't live in Bend, I lived three hours east of Bend where there wasn't a whole lot I promise you. 00:06:24.000 --> 00:06:31.000 And kids there said oh there's nothing to do just like when I grew up in West Linn when we said oh there's nothing to do. 00:06:31.000 --> 00:06:36.000 It's so so much the same no matter where you live. 00:06:36.000 --> 00:06:46.000 So I stated with as a contractor and then I got a job being the county alcohol and drug prevention coordinator. 00:06:46.000 --> 00:06:55.000 And that meant was the state at that time every county and nine tribes, there are nine federally recognized tribes in Oregon 00:06:55.000 --> 00:06:63.000 they gave all 36 counties and nine tribes a little tiny bit of money to do prevention. 00:07:03.000 --> 00:07:12.000 Prevention work and because my focus was on alcohol and drug prevention I looked at like all the best practices around 00:07:12.000 --> 00:07:21.000 alcohol and drug prevention. And I'll tell you at that time so much of what we were doing was individual work. 00:07:21.000 --> 00:07:31.000 So just like referring back to, can I just use this for a second. So we looked at this right? You guys looked at this and you had a circle and it was individual 00:07:31.000 --> 00:07:36.000 and then you were like okay then theres this other influence and then we've got another ring of influence. 00:07:36.000 --> 00:07:44.000 At that time 20 or so years ago we were really focused on the individual 00:07:44.000 --> 00:07:53.000 and it was really all about what I can do for you thats going to change your life thats going to make your life better 00:07:53.000 --> 00:07:60.000 what are the influences you have that we can enhance and make better. 00:08:00.000 --> 00:08:12.000 So what is wrong if I give you one set of skills just you, you have knowledge I'm telling you what alcohol and drug prevention should look like, 00:08:12.000 --> 00:08:24.000 I'm giving you some skills some resistance skills, just say no. No don't just say no because thats not an evident space program, practice or policy at all. 00:08:24.000 --> 00:08:32.000 So if I'm just giving you one just you whats the problem with that? Any problems, does anyone see any problems with that? 00:08:32.000 --> 00:08:40.000 It's not changing or helping the environment that individual is in. Right. 00:08:40.000 --> 00:08:47.000 So if you're just telling someone not to drink alcohol but they're surrounded by liquor stores it's not very helpful. 00:08:47.000 --> 00:08:57.000 Exactly so the point was if I'm just telling you not to drink and you're surrounded in your community by say alcohol stores 00:08:57.000 --> 00:08:72.000 or maybe your, you didn't say this I'll add this, maybe your family drinks or uses drugs how do you as an individual just say no I learned? 00:09:12.000 --> 00:09:20.000 Ms. Bouska no I was Ms. Woomer then. Ms. Wormer came to class and said I shouldn't do this it is bad for me. 00:09:20.000 --> 00:09:31.000 It's really not good for the developing brain. We used to think the brain stopped developing around initially it was around like two or three wasn't it? 00:09:31.000 --> 00:09:40.000 So that's like when we first were able to figure out like where does learning stop, when does your brain stop developing. 00:09:40.000 --> 00:09:53.000 Now we know thanks to brain imaging and the amazing work of Dr. Nora Volkow that and others but she's like really awesome you should know about her. 00:09:53.000 --> 00:09:61.000 So your early brainstem like down here it like totally developed do you know from here up right. 00:10:01.000 --> 00:10:09.000 So it's your frontal lobe where you make your decisions and where all of that really good stuff happens 00:10:09.000 --> 00:10:19.000 and what we know is that when you start impairing those neurons and synapses and all those connections 00:10:19.000 --> 00:10:29.000 early on with drinking, smoking, marijuana use, even living in a toxic traumatic environment 00:10:29.000 --> 00:10:36.000 now we know that we didn't know that even ten years ago, everything starts to be rewired. 00:10:36.000 --> 00:10:44.000 So if you start drinking alcohol before the age of 14 you are four times more likely to become addicted to alcohol. 00:10:44.000 --> 00:10:53.000 So that's some good stuff to know however if you're an individual and I'm telling you that this is what your world, 00:10:53.000 --> 00:10:64.000 this is how you as an individual should be. Shake it off you know just. Really how do you say no? How do we teach our children, how do you say no? 00:11:04.000 --> 00:11:13.000 Well data wise we would say that at your age you're not actually saying no a lot to alcohol we would know that and we're going to talk about that in a little bit. 00:11:13.000 --> 00:11:24.000 I'm going to back to that slide maybe if you can help me about that BRFSS data. That's the behavior risk factor surveillance system that Dr. Pat Lopez talked about. 00:11:24.000 --> 00:11:36.000 I know that I can resist but if your say your family is not in a maybe a very healthy family. 00:11:36.000 --> 00:11:40.000 Maybe they are great people but maybe some of their behaviors are not that healthy 00:11:40.000 --> 00:11:48.000 and then you go to a community that has lots of alcohol outlets you have media everywhere. 00:11:48.000 --> 00:11:56.000 Today where are you guys hit by media? Where do you see media, messages coming at you? 00:11:56.000 --> 00:11:63.000 Phones. Your phones! How many of you have a phone on you right now? Right. 00:12:03.000 --> 00:12:12.000 So if I have data that says you're between the ages of 18 and 25 we call that transitional aged youth 00:12:12.000 --> 00:12:16.000 If I have data that says you're that age 00:12:16.000 --> 00:12:27.000 and you maybe have even gone to an alcohol site. Maybe you liked that Bacardi thing or something like that. Or maybe you went to the captains party. 00:12:27.000 --> 00:12:34.000 I now have data on you and I can target you a little bit more right. 00:12:34.000 --> 00:12:45.000 So in the past we've always thought oh billboards. Well billboards are still out there especially in areas that are socially, economically depressed. 00:12:45.000 --> 00:12:52.000 I don't know why, but like way more billboards and they still, and media companies target you. 00:12:52.000 --> 00:12:58.000 Two hundred billion dollar business is the alcohol business. Tobacco business like a hundred billion dollar 00:12:58.000 --> 00:12:64.000 and the marijuana business is targeted, is projected to be as big as the alcohol industry. 00:13:04.000 --> 00:13:12.000 Have any of you been influenced by any kind of ads ever? Yeah. 00:13:12.000 --> 00:13:24.000 My husband said to me the other day. I get stuck on commercials. And he said you are an advertisers dream. I said not really. 00:13:24.000 --> 00:13:33.000 Because I don't normally go and buy their products but I do look at how they are marketing and I think it's fantastic information to have. 00:13:33.000 --> 00:13:36.000 Because we see how it's changed over time. 00:13:36.000 --> 00:13:44.000 Jean Kilbourne, a long long time ago Killing Me Softly was a book. It was all about marketing. 00:13:44.000 --> 00:13:48.000 All about women. Marketing to women specifically. 00:13:48.000 --> 00:13:60.000 We had sexy ads. They would break down an alcohol advertisement and look at the ice cubes. 00:14:00.000 --> 00:14:05.000 What were the subliminal messages the ice cubes were sending. Phallic symbols in the ice cubes. 00:14:05.000 --> 00:14:10.000 I mean crazy stuff that you would never ever even think of and they're doing that. 00:14:10.000 --> 00:14:16.000 So thats another kind of influence we have on us as an individual. 00:14:16.000 --> 00:14:28.000 So when we want to take a look and pull up and you know like alright what is in our world for us and we know all those things and we know it's our susceptibility. 00:14:28.000 --> 00:14:39.000 Sometimes it's what our family looks like, where we come from, you know where we've lived, what we've grown up with and that's all in our individual. 00:14:39.000 --> 00:14:50.000 But then that also expands to our outer rim right because we are talking about what our culture is and I'm talking about our family culture, our societal culture. 00:14:50.000 --> 00:14:60.000 And if I grew up in a community or within say my high school always said you know like hey no big deal you're going to drink anyway. 00:15:00.000 --> 00:15:04.000 All the data says that you are going to drink it's okay, it's okay. 00:15:04.000 --> 00:15:12.000 Where I lived in you know Frontier rural Oregon a big thing was like can we 00:15:12.000 --> 00:15:17.000 like talk about stereotyping everybody was like oh you must go to a lot of brandings and things. 00:15:17.000 --> 00:15:23.000 Well there were people there who did brand. Everybody knows what a branding is? Yes, no, kind of. 00:15:23.000 --> 00:15:36.000 Where they brand cows. Yeah, brand cow. A little tattoo, see y'all weren't the first with tattoos. They were on beef. 00:15:36.000 --> 00:15:48.000 There's this culture idea of if you've driven the truck for the first time, if you've maybe hit your first home run, maybe you've branded. 00:15:48.000 --> 00:15:52.000 Maybe you've done something for the first time, you can have a beer good job. 00:15:52.000 --> 00:15:60.000 We're going to recommend a beer for you because you're a man, you're a woman, you're whatever you are. 00:16:00.000 --> 00:16:08.000 So if that's my culture then that's my expectation right and if I've just taught you to say no to that, that can be really hard. 00:16:08.000 --> 00:16:24.000 So if I change that societal culture and if I change that norming where it's not normal for people to get a beer after doing something for the first time. 00:16:24.000 --> 00:16:33.000 Then that starts to change and that expectation starts to change and then we don't have that exposure so early on. 00:16:33.000 --> 00:16:44.000 So if I can change that to the next level and then we talk about that public health policy then we can talk about that with alcohol being the age is 21. 00:16:44.000 --> 00:16:53.000 If we were to go just fresh off the boat, nothing here, we don't know anything about it except for 00:16:53.000 --> 00:16:64.000 what the data that we know and remember I told you about your brain developing, the age of alcohol use would be at least 25. 00:17:04.000 --> 00:17:12.000 We just change the age of tobacco use and purchase to 21 tobacco 21, it was always 18. 00:17:12.000 --> 00:17:20.000 But for a long time before that there was no policy even around when you could purchase alcohol that just got changed. 00:17:20.000 --> 00:17:28.000 Well not just got changed but it was changed to 18 and then we looked at better data and it went to 21. 00:17:28.000 --> 00:17:43.000 Marijuana right off the bat 21. Those of us in a field of advocacy wanted it to be higher but 21 went out. So at least it wasn't 18 so good win. 00:17:43.000 --> 00:17:51.000 Not a great win as far as what we wanted but 21 is at least a good age. 00:17:51.000 --> 00:17:57.000 Well I want to talk to you about my strategic planning framework, we refer to it as SPF. 00:17:57.000 --> 00:17:70.000 So this model has been and was developed by the substance abuse mental health service administration otherwise known as SAMHSA. 00:18:10.000 --> 00:18:17.000 This model fundamentally changed the way I do my work. So I told you individual 00:18:17.000 --> 00:18:26.000 this is what we're doing but when I was introduced to this model by a project actually it was called the drug free communities 00:18:26.000 --> 00:18:36.000 grant that came from SAMHSA and the office of national drug control policy otherwise known as ONDCP. 00:18:36.000 --> 00:18:48.000 This model takes that approach of just being for the individual and kind of blows it up. 00:18:48.000 --> 00:18:53.000 And the reason being because it starts with assessment. 00:18:53.000 --> 00:18:59.000 Assessment is all about why you're doing what you are doing. 00:18:59.000 --> 00:18:70.000 Data, it's all about the data. You saw the BRFSS data. That's one set of data you can use to create program planning. 00:19:10.000 --> 00:19:24.000 So assessing this current situation. Building capacity around what it is you are doing. Creating a plan based on capacity and based on the assessment. 00:19:24.000 --> 00:19:37.000 And then implementing it and evaluating it and then all the while in the middle looking towards sustainability and cultural responsiveness. 00:19:37.000 --> 00:19:48.000 I worked for the County for 12 years and then I left the County and I moved up to the Oregon Health Authority the state. 00:19:48.000 --> 00:19:60.000 And I worked in the unit called addictions and mental health division. I guess I was in the division and I took this job at the state to become the 00:20:00.000 --> 00:20:13.000 strategic prevention framework state incentive grant project director. That's a lot right. It's a big thing for a little card too. 00:20:13.000 --> 00:20:30.000 So I was just the SPF project director and that's where I met Dr. Pat Lopez because we funded 12 Counties and nine all the nine tribes to implement this 00:20:30.000 --> 00:20:40.000 process in their county. So I had like 24 implementation sites. I should have listened to my federal projects 00:20:40.000 --> 00:20:48.000 director. She said thats going to be to many and I said oh it's fine we can do it and I had a great team and we did it but it was a lot of work. 00:20:48.000 --> 00:20:56.000 So when I created a new logo at the state. Actually Denise my great admin created a new logo for me. 00:20:56.000 --> 00:20:65.000 I took out the cultural competence and I put cultural responsiveness because I cannot be compatent in your culture. 00:21:05.000 --> 00:21:10.000 I have a hard time being competent in my own culture but I can be responsive. 00:21:10.000 --> 00:21:16.000 I can come in here and I can see what the culture is here and I can adapt and I can change and I can 00:21:16.000 --> 00:21:28.000 share information with you in a way that you will receive it and that maybe we have some direct interaction and it's responsive versus being competent. 00:21:28.000 --> 00:21:32.000 Because you might leave and say I was incompetent being a 00:21:32.000 --> 00:21:38.000 college person and maybe I've been there before but like I said it's been a long time. 00:21:38.000 --> 00:21:40.000 So anyway assessment. 00:21:40.000 --> 00:21:48.000 The project I went to oversee was from the substance abuse mental health service administration so it had 00:21:48.000 --> 00:21:57.000 to be because of the funding structure it had to be about alcohol, tobacco and other drugs. 00:21:57.000 --> 00:21:69.000 But a part of the assessment is to determine what resources you currently have around whatever topic it is. 00:22:09.000 --> 00:22:20.000 You have to look at what you already have going on. So like number one resources, time, people, money. 00:22:20.000 --> 00:22:28.000 So it doesn't always have to be resources, we always think of it as money but it doesn't have to be that. I always think of it as time, talents, and treasures. 00:22:28.000 --> 00:22:34.000 So what resources do you have going to it, what are your gaps around what's going on. 00:22:34.000 --> 00:22:43.000 I have a lovely friend who has actually used this model when we were teaching it to our sub-recipients. 00:22:43.000 --> 00:22:48.000 She looked at this and she said oh I have to do an assessment. 00:22:48.000 --> 00:22:55.000 I gotta use this model I'm going to do it around Christmas shopping. 00:22:55.000 --> 00:22:62.000 So she SPFed her Christmas shopping. Which I love because this model you can use with anything you're doing. 00:23:02.000 --> 00:23:09.000 So you look at what you have, what you don't have. Who's in your corner, who's not in your corner, who needs to be in your corner. 00:23:09.000 --> 00:23:14.000 Who needs to be part of the process is about building capacity. 00:23:14.000 --> 00:23:22.000 Planning, what am I going to do? How am I going to do it and who am I going to do it with? 00:23:22.000 --> 00:23:33.000 Evaluation, did this work? Did this not work? How can I do it better? What could have happened? What did happen? 00:23:33.000 --> 00:23:40.000 Maybe legislatively somethings happening durring the point of time you're undergoing a big roll out 00:23:40.000 --> 00:23:52.000 of a federal grant and say marijuana is legalized in the state. How does that impact your data? That could happen, it did. 00:23:52.000 --> 00:23:56.000 And then coming towards the sustainability. If I'm doing something, If 00:23:56.000 --> 00:23:70.000 I want to change the culture, if I want to create new programs what will be the thing that makes it go on beyond me or the work that we're doing now? 00:24:10.000 --> 00:24:20.000 If you want to change something on campus, you don't like something like say you don't like some route some people are taking. 00:24:20.000 --> 00:24:26.000 They're marching through the rhododendron bed and you love rhododendrons 00:24:26.000 --> 00:24:32.000 and you think it's a travesty that people are ruining the rhododendrons on campus at Western Oregon. 00:24:32.000 --> 00:24:44.000 You want to do something about it. You come back to this model and say well we gotta look at first what's the data around that? 00:24:44.000 --> 00:24:51.000 Did people just decide to walk through the rododendron garden? 00:24:51.000 --> 00:24:56.000 Was there something that was impeding them on their normal path? 00:24:56.000 --> 00:24:60.000 Do people like to ruin rhododendrons? 00:25:00.000 --> 00:25:04.000 Do people not like rhododendrons as much as I do? 00:25:04.000 --> 00:25:11.000 What is the reason why people are walking through this rhododendron bed? 00:25:11.000 --> 00:25:18.000 So you look at the data and you might say do an environmental scan. 00:25:18.000 --> 00:25:26.000 People are walking through the rhododendron bed because the major thorofare has a big old hole in it. 00:25:26.000 --> 00:25:37.000 There is a crater that is just a big puddle when it rains and they don't want to walk through the puddle so they are diverting their path to the rhododendrons. 00:25:37.000 --> 00:25:40.000 So you think that that's probably it right? 00:25:40.000 --> 00:25:52.000 So you might do a little piece of analysis and you might collect some individual data. Why do you walk through the rhododendron garden? 00:25:52.000 --> 00:25:62.000 I see you walking through the rhododendron garden. Now do I go to the bookstore and ask why people are walking through the rhododendron garden? 00:26:02.000 --> 00:26:06.000 Is that a good place to collect data on the rhododendron garden? 00:26:06.000 --> 00:26:12.000 Like what about if I go to independence and ask people about the rhododendron garden on campus? 00:26:12.000 --> 00:26:16.000 Is that a good place for me to go and collect data? No, why not? 00:26:16.000 --> 00:26:28.000 Is it relevant data? No so you gotta get relevant data. So I might stand by the big hole or I might stand by the rhododendron bush that's being 00:26:28.000 --> 00:26:35.000 trampled and say why are you walking through the rhododendron garden? And you might tell me 00:26:35.000 --> 00:26:42.000 I'm walking because I hate rhododendrons or you might tell me I'm walking because there's a big old hole there. 00:26:42.000 --> 00:26:52.000 So you collect that data and then what do you do with it? Do you have the individual capacity to change that environment? 00:26:52.000 --> 00:26:64.000 If you wanted to dedicate your life to standing up for those rhododendrons that you love so much and you want to just stand there and 00:27:04.000 --> 00:27:12.000 you want to protect them and tell people to go away you could do that right. How effective is that? 00:27:12.000 --> 00:27:20.000 Hopefully you're only here for four or five years you know you want to look at like sustainability. You love the rhododendron you want 00:27:20.000 --> 00:27:36.000 to keep it. So what might I do? Who do I have to engage in the process for a little rhododendron garden there? Anyone? Who do I have to go to? 00:27:36.000 --> 00:27:40.000 Anyone? Administration? I might go to the administration. 00:27:40.000 --> 00:27:48.000 I might go to that awesome fellow who was working out in the plants earlier making things pretty, pulling weeds and I might 00:27:48.000 --> 00:27:55.000 say oh my gosh do you care about the rhododendron as much as I do? I'm so worried about it. 00:27:55.000 --> 00:27:61.000 So you're going to build capacity. You are going to find those people that actually care about the rhododendron. 00:28:01.000 --> 00:28:04.000 You're going to go to maybe administration and say this is a problem. 00:28:04.000 --> 00:28:08.000 Who else might you go to because why people are walking through the rhododendron 00:28:08.000 --> 00:28:17.000 garden. We're assuming it's not because they hate the rhododendron it's because there's a hole in the sidewalk that's filling with water. 00:28:17.000 --> 00:28:24.000 So you go to the people that take care of holes on campus right. There must be a real name for them but we'll just call them 00:28:24.000 --> 00:28:36.000 the hole care givers at this point. So you want to go elicit them and then you want to say there's a hole, what can we do about it? People are ruining my rhododendrons. 00:28:36.000 --> 00:28:41.000 They might say well what do you want to do about it? Oh so you want me to create a plan 00:28:41.000 --> 00:28:52.000 Okay I've now gotten all the people that need to be involved. I've gotten the data that kind of directs me to where the project is. I've got the people on board 00:28:52.000 --> 00:28:64.000 that want to do the work. I'm creating my plan. I'm going to implement my plan and they've said you know it's going to I don't know, it's ten dollars to fix the hole. 00:29:04.000 --> 00:29:08.000 And you know what, we don't have ten dollars in our budget. 00:29:08.000 --> 00:29:16.000 Oh that's a different problems so we can go back and assess where's the money come from, who do I need to engage in that. 00:29:16.000 --> 00:29:23.000 We call this the SPF flower because it's kind of like a circle. 00:29:23.000 --> 00:29:32.000 A lot of things we see in life are very linear. You do this then you do this then you do this and you're done right and you can move on. But we might fix that 00:29:32.000 --> 00:29:44.000 hole so we've implemented our plan we're going to evaluate that. Are my rhododendrons better? They are coming back to life. People are 00:29:44.000 --> 00:29:52.000 walking on the path now and I'm going to say yes this was achievable and it was doable. 00:29:52.000 --> 00:29:60.000 We evaluate it and you know what if we didn't fill it in with dirt it's probably sustainable. If we filled it in with the stuff that you want to fill a hole in 00:30:00.000 --> 00:30:04.000 so it doesn't come back, it's probably sustainable. 00:30:04.000 --> 00:30:13.000 But you may want to engage that care giver and say can we keep an eye on this because I'm going to be graduating and I hope this doesn't happen again. 00:30:13.000 --> 00:30:18.000 So not everything you can come back to for a long time. A lot of things you don't have to come back to. 00:30:18.000 --> 00:30:24.000 So we've created this plan, implemented it, evaluated it and it's just like a circle. 00:30:24.000 --> 00:30:32.000 So we call it the SPF flower. Program planning and working with individuals. Working with individuals is so satisfying 00:30:32.000 --> 00:30:44.000 but I'm going to have a greater impact if rather then I just give one person a coat if I can turn up the heat for the whole room. 00:30:44.000 --> 00:30:56.000 So I used to be giving everyone a coat. Here I really think you're darling heres a coat. Here's another school here's a coat for you instead of turning up the heat for everyone. 00:30:56.000 --> 00:30:64.000 So I can impact more lives that way and by doing that higher level program policy work and using 00:31:04.000 --> 00:31:10.000 the strategic planning framework and it's a pretty basic framework it's just everything is based on data. 00:31:10.000 --> 00:31:14.000 And you try to keep like the emotions out of it. 00:31:14.000 --> 00:31:20.000 Applause.