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reflective listening, and implicit bias. 1 ning also included various theories of c and the appropriate intervention <br />for each conflict theory. <br />The fourteen participants at the full -day workshop were invited to take a prototype of the Divided Community Project's <br />Community Preparedness and Assessment Test. Fourteen participants took a pre -workshop assessment; six took a post - <br />workshop assessment. CPAT participants were asked questions related to the Rochester community's identify, whether <br />Rochester has examined division within the community, how Rochester deals constructively with division, whether the <br />community is read to deal with volatile situations, among other issues. <br />Shockingly and quite overwhelmingly, survey participants responded that the following areas need "more focus and attention": <br />Does the community deal constructively with division when compared to other communities? <br />• How does the community deal constructively with division from a historical perspective? <br />Is the community ready to deal with volatile situations stemming from community division? <br />• In the context of the Community's readiness to deal with volatile situations, Officials are trained to frame issues raised <br />during crisis <br />• Does the community have an early warning system to communicate about developing concerns? <br />Does the community have an early warning system to communicate about developing concerns? <br />This needs more <br />focus and attention <br />This operates well <br />in the community <br />This is one of our <br />community's strengths <br />0 5 10 15 20 <br />