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(Leadership Medal that Youth Participants Receive is Shown Above)

Northeast CAPT Associate

*Nora L. Drexler*, *M.Ed.*

President

Drexler Associates, Inc.

5639 Mill Street

Erie, PA 16509-2923

Phone: 814.864.9986

FAX: 814.868.0648

Email\> ndrexler@drexlerassociates.com

..................................................................

*Nora L. Drexler, was a public education teacher, grades K-12, for 30
years in the Millcreek Township School District in Erie, PA. She has
served as an anti-drug coalition leader and now provides national expert
training, consulting and curriculum writing for drug prevention
programs, community coalition building, mobilization and law enforcement
strategies, youth empowerment, sustainability, evaluation, logic models;
social marketing and entrepreneurial/economic training. She has had many
prestigious clients in the field of substance abuse and is the recipient
of 4 national awards for drug prevention, as well as several state
awards and Congressional citations.*

**Youth Involvement PRE Assessment**

**First and Last Name**
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**Age \_\_\_\_\_\_ Birth Month/Date/Year**\_\_\_\_\_\_\_\_\_\_\_\_\_
**Present Grade**\_\_\_\_ **Today's** **Date**\_\_\_\_\_

**School or
Organization**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**School, Agency, or Coalition Adult
Advisor**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

1\. List 2 characteristics of good leaders. (There are 20*) 4 points*

(A.)\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(B.)\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

2\. Provide 2 types of adaptive leadership. (There are 5) *4 points*

(A.)\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(B.)\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

3\. There are three categories of people who will help you to create a
groundswell of support and a "tipping point" in behavior change. Name 2
categories and explain each. *6 points*

(A.)\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(B.)
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

4\. List 3 ways to mobilize a school, neighborhood or community. (There
are 14.) *6 points*

(A.)\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(B.)\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(C.)\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

5\. List 2 of the three components of a PROGRAM. (Hint: What would a
"program" have?) *8 points*

(A.)\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(B.)\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

6\. Explain the difference between a PROGRAM and environmental
PRACTICE.. *10* *points*

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

7\. Give an example of an "environmental/policy" change. *5 points*

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

8\. Define "advocate." *2 points*

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

9\. Give 2 examples of "advocacy' from the ABC's of Advocacy. (There are
26.) *4 points*

(A.)\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(B.)\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

10\. Provide 2 categories of peer persuasion tactics. (There are 12.) *4
points*

(A.)\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(B.)\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

11\. Identify 1 of the 3 categories of peer refusal skills for drug use.
*2 points*

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

12\. What are "outcomes?" in terms of plans, projects and activities?
Why must we measure and evaluate what we do? *2 points*

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

13\. Provide two web sites containing information about ATOD. *4 points*

(A.)\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(B.)\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

14\. There are "5" good, "*SPF-ee"* steps to follow when planning. Name
3 and describe them

*6 points*

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

15\. What 2 things to remember when stating "The Problem is\..." (There
are 4.) *4 points*

(A.)\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(B.)\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

16\. There are 7 Interventions (ways to help solve the problem). Name 2
and give examples. *8 points*
(A.)\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(B.)
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

17\. What recommendations are there for debate situations where you
defend your viewpoint?

*4 points*

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

18\. How would you handle the problem of "too many ideas" on the table?
*8 points*

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

19\. How would you handle the problem of "too few ideas" on the table?
*5 points*

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

20\. How would you make it possible for everyone to respond during a
brainstorming session, even the shy ones? *4 points*
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

*­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­*

**Contents**

Page 2 Contact Information

Page 3 Pre-Assessment

Page 6 Contents

Page 7 Purpose of the Leadership Training and Expectations of the
Leadership Guidelines

Page 9 Leadership Personal Inventory: Successful Leaders-Characteristics
Checklist

Page 10 Leadership Characteristics: Traits and Challenges

Page 11 Leadership Challenge #1 Thinking Outside the Box Activity

Page 12 Leadership... Who is it? Who is Your Role Model?

Page 13 Leadership Expectations

Page 14 Leadership Challenge #2 Prioritizing Ideas

Page 15 Leadership Styles: What Successful Leaders Do

Page 16 Adaptive Leadership: What is it?

Page 17 Leadership in Mobilization: Capturing People Who Spread the Word

Page 18 Leadership Activities That Motivate and Mobilize

Page 19 Leadership Challenge #3 Getting More Buy-In

Page 20 Leadership in Advocacy

Page 21 Personal Advocacy Talents

Page 22 Leadership in Debate Issues

Page 23 Leadership in Recognizing Persuasion Tactics

Page 24 Leadership in Refusal Skills

Page 25 Leadership in Technology and Trends

Page 26 Leadership in Knowing the "Cool" FACTS

Page 28 Leadership Brain Power: Left / Right Brain

Page 30 Leaders Use the *"SPF-ee"* 5 -- Step Planning Process

Page 31 Logic Model

Page 32 Leadership in Programs and Environmental Practices: Knowing the
Difference

Page 33 Examples of "Programs"

Page 34 Leadership in Environmental/Policy Change- 6 Best Practices

Page 35 Leadership in Identifying Environmental Practices

Page 36 Leadership in the Planning Process- Begin with the Problem

Page 37 Leadership in Intervention Strategies

Page 38 Examples of Activities

Page 42 Sample "Personal" Example of a Logic Model (Work Plan)

Page 43 Your Personal Practice Logic Model for (Work Plan)

Page 44 Leadership in the Work Plan- What is Your Yardstick?

Page 45 The Action Plan- *Who, What, Where, When, Why, How and for How
Long?*

Page 46 Phase II Information

Pager 47 Post Assessment

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STOP for approval of your Work Plan and Action Plan before proceeding.

**PHASE II**

If your Work Plan has been approved by your local advisor, begin
immediately and

document your meetings, progress and outcomes.

**PHASE I**

**The Training Days**

*A Note to Adult Advisors...*

**[PURPOSE OF THE TRAINING AND PROCESS]{.underline}**

The purpose of leadership development, in the context of this
experience, is to offer youth and young adults some perspectives and
theories on leadership qualities, traits, characteristics, methods and
strategies.

This process is designed to provide an opportunity for growth in social,
emotional and educational development areas. This leadership initiative
focuses on marketing, community mobilization, and strategic use of
print, broadcast and electronic media, advocacy tactics, innovative and
creative problem solving strategies, the value of logic and sequence,
strategic and action planning and developing the skills necessary to
network, cooperate, coordinate and collaborate effectively.

Learning to track, document, evaluate and prove outcomes is paramount to
success. This leadership initiative is geared to determining ***what has
CHANGED*** as a result of contributing efforts and intervention on the
part of the youth leader, or youth leadership teams. Leadership, in the
context of this experience, is focused on the prevention and reduction
of underage alcohol use, tobacco use and the use of illicit drugs, while
working under the umbrella of a local, anti-drug coalition or
collaborative group.

Although knowledge will be obviously gained in this process, this
initiative is geared toward environmental action. This is not
"environment" in the sense youth are *"saving the trees or the*
*whales,"* but "environment" in terms of changing the physical, legal,
economic and sociocultural surroundings of the school, neighborhood and
community by changing social norms, policies, practices, procedures for
the betterment, health, safety and well being of the community. A list
of sample environmental approaches is contained in this packet.

**[EXPECTATIONS]{.underline}**

It is expected that leadership candidates complete the activities in
this packet in a timely, conscientious and professional manner. Phase I
will yield a tentative logic model, (work plan) and action plan
attached, and should be submitted to the host agency, coalition or
organization for approval, prior to beginning each leader's Phase II of
the implementation of work plan.

It is expected that the leadership teams meet at intervals with
designated coalition staff or leaders to discuss responses and progress,
conduct the activities, as well as gather available data and identify
problems to be addressed. Leadership candidates will also do a
"scavenger hunt" of internet web resources to locate facts and
statistics about the use of alcohol, tobacco and illicit drugs.

It is expected that the leadership candidate will execute with fidelity,
his/her role in the work plan and action plan with other supporters, or
other leadership candidates, and register at least one new youth
leadership candidate to coach, guide and mentor with his/her plans. The
torch of leadership requires that the torch is continually passed on to
new leaders who are always waiting in the wings for training

It is anticipated that the leadership candidates will celebrate and
"graduate" from this initiative with a certificate of participation and
completion and apply their new knowledge and skills to experiences over
the course of their life span.

**[Activity #1]{.underline}**

**Successful Leaders...**

> **Place an "X" before the statements that apply to YOU!**
>
> \_\_\_\_\_See themselves as sparks for changing the norm
>
> \_\_\_\_\_Understand the value of organizing efforts
>
> \_\_\_\_\_Identify the people and organizations in their community who
>
> can help them
>
> \_\_\_\_\_Select "Best Practices," (or strategies proven to work)
>
> \_\_\_\_\_Identify the risk factors in their community (conditions
> that
>
> make youth vulnerable)
>
> \_\_\_\_\_Identify protective factors in their community (conditions
> that
>
> nurture and protect)
>
> \_\_\_\_\_Understand the logic and value of a work plan
>
> \_\_\_\_\_Use several methods to resolve conflicts and solve problems
>
> \_\_\_\_\_Effectively market the effectiveness of their coalition
>
> \_\_\_\_\_Engage in ways to sustain their efforts

***[Activity #2]{.underline}***

**Effective Leaders: Traits and Challenges**

**Place an "X" by the qualities that you believe that YOU demonstrate.**

**Leaders need to...**

1)  \_\_\_\_\_\_Exhibit strong task commitment and stay focused despite
    barters or obstacle

2)  \_\_\_\_\_\_Be understanding of different cultures, traditions,
    values, practices, ritual

3)  \_\_\_\_\_\_Be willing to take a calculated risk, (such as
    volunteering your new idea to your group)

4)  \_\_\_\_\_\_Be an active resource, rather than just disseminate
    information

5)  \_\_\_\_\_\_Think "outside the box" for creative strategies and
    problem solving

6)  \_\_\_\_\_\_Realize that schools, neighborhoods and communities want
    to be about "good things"

7)  \_\_\_\_\_\_Locate "tools" to help them build a drug-free
    communities, ( such as computers, people,

money)

8)  \_\_\_\_\_\_Focus and channel their energy into changing procedures,
    practices, policies and possibly

laws

9)  \_\_\_\_\_\_ Mobilize the school, neighborhood, the community or the
    county.

10) \_\_\_\_\_\_See the "whole" big picture, not just their "corner of
    the block"

11) \_\_\_\_\_\_Have the determination to "break the mold" (or
    ineffective way of doing things), if

necessary

12) \_\_\_\_\_\_Use conflict resolution skills to keep activities
    peaceful

13) \_\_\_\_\_\_Encourage all people and age groups to "come to the
    table" to be a part of the effort

14) \_\_\_\_\_\_Help people see where they "fit in" or what their role
    is, or could be

15) \_\_\_\_\_\_Measure progress, outcomes, results

16) \_\_\_\_\_\_Use facts and research to plan for the future

17) \_\_\_\_\_\_Provide direction and assist with a short or long term
    plan

18) \_\_\_\_\_\_Make a distinct effort to involve other youth or young
    adults in the coalition

19) \_\_\_\_\_\_Gather and analyze information and data

20) \_\_\_\_\_\_Work on comprehensive strategies, (complex or multiple
    steps and phases.)

> **[Leadership Challenge #1:]{.underline}**

**Not enough "ideas on the table" from the group..."**

**"How to Thinking Outside the Box"**

Category: *Desserts*

1.  List as many "desserts" as you can think of, in the time frame the
    trainer gives you.

2.  Place circles, squares and triangles around the categories given by
    the trainer.

3.  Place a star in front of the answer that you believe to be the most
    unusual or unique.

> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**[Activity #3]{.underline}**

**What is leadership? Who is your leadership role model?**

> What is **LEADERSHIP**? According to John Gardner, in On Leadership,
> ***"Leadership is the process of persuasion or example by which an
> individual induces a group to pursue objectives held by the leader and
> his or her followers."***
>
> **[YOUR]{.underline}** LEADERSHIP IS IMPORTANT...Leaders build
> relationships and they help groups bring about changes that matter to
> them and those whom they serve. Leadership "style" is simply the way
> the process is carried out.
>
> Who do you admire as a good leader? This person can be living or
> deceased, a fictional person, a family member, etc. Explain how this
> person demonstrated leadership and brought about "change".
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

There is a time to *"lead"* and a time to *"follow."* Give examples.

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**[Activity #4]{.underline}**

**Leadership Expectations**

> ***What do people expect of YOU?***

-   Exercise power over others (Baby sitting? Sports Team Captain?)

-   Gain and exercise privilege of high status (A special award or
    privilege?)

-   Be the boss (Take charge of some activity or mission?)

-   Having a task orientation (Get chores, assignments done?)

-   Serving others (Community service? Helping get a job done?)

-   Empowerment (Teaching someone how to do something?)

-   Provide moral leadership (Lead by example? Be a role model?)

-   Sharing power (Working with someone else to accomplish a mission?)

> Explain three different examples of the above that have been expected
> of you.
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**Leadership Challenge #2: Prioritizing Ideas\
"[Too many ideas on the table]{.underline}..."**

Follow the instructions of your instructor.

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

***[Activity #5]{.underline}***

**Things That Successful Leaders DO**

1.  Develop and communicate a [PERSONAL VISION]{.underline}.

2.  [LISTEN]{.underline} to people.

3.  [TAKE RESPONSIBILITY]{.underline}.

4.  Build and sustain [RELATIONSHIPS]{.underline}.

5.  Set [GOALS]{.underline}.

6.  [SERVE INDIVIDUALS]{.underline} in their group and community.

7.  Propose specific [CHANGES]{.underline}.

8.  Get the [WORK DONE]{.underline}.

9.  Recruit and [PREPARE OTHERS]{.underline}.

> Which of these do you think that you do well? Explain.
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

***[Activity #6]{.underline}***

**Using Adaptive Leadership**

Leaders are not necessarily picture-perfect individuals, and may resort
to nontraditional ways to create needed change.

> ***Adaptive leaders can be irritating, even trouble makers. They...***

-   Pose difficult questions *("I know you don't think that your parents
    will find out, but what will be the consequences when they do?")*

-   Expose people to painful circumstances *("What you did is illegal. I
    am going to have to report you...")*

-   Disorient people so new ways can emerge *("We maintain a smoke-free
    vehicle. You can still ride with us as long as you don't light- up.
    Otherwise, you will need to find another ride.")*

-   Generate conflict *("My parents would be so angry with me if I
    attended an underage drinking party, even if I wasn't drinking
    alcohol. I can't* *go along with your secret plan.")*

-   Challenge norms or why things are the way they are. *("This is not
    right that District Justices are reducing so many underage drinking
    charges to 'harassment.' Why aren't our laws being enforced?)*

Have you ever resorted to these tactics? When?

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Give two examples of the above that you have witnessed in real life,
have read about or have seen in the
media.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

***[Activity #7]{.underline}***

**Mobilizing**

> When trying to motivate and galvanize people and get them "on board"
> with a campaign, tapping into 3 categories of people will help:
> "Connectors, Mavens and Salespeople."
>
> *Source: "The Tipping Point" by Malcolm Gladwell*
>
> ***\
> *[MAVENS]{.underline}** Mavens are people who KNOW something but don't
> want to keep it to themselves; they want to share the good news!
>
> *("There is a huge sale at the mall. Jeans are 60% off for today
> only!")*
>
> **[*\
> *\
> CONNECTORS]{.underline}** have an instinctive and natural gift for
> making social connections. Connectors are important because they are
> well known in many different settings.

*(People who seem to always be on their cellular phones are usually*

*"connectors"!)*

> **[SALESPEOPLE]{.underline}** are very persuasive and hard-to-resist.
> They quickly build trust and rapport and draw others in to see their
> point of view.
>
> *(These are people* *who are so convincing; they could sell "ice" to
> Eskimos!)*

Are you in any of these categories? Are you in more than one category?

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Explain.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

***[Activity #8]{.underline}***

**Leadership Strategies to Mobilize and Motivate**

Offering Competitions

Promoting Division of Labor

Giving Awards and Recognition

Doing Hands-on Projects

Taking Surveys

Holding Advisory Positions on Boards and Panels

Serving as Media Spokespersons

Connecting to One Another Through E-mail, Phone Chains

Changing Projects Frequently

Offering Choices Whenever Possible

Arranging Role Reversal

Incorporating Support Networks Across Generations

Encouraging Creativity

Integrating Computers, Technology and the Internet into Efforts

**[Give three examples from above that could be applied
to]{.underline}**

**[reducing or preventing underage drinking in your
community.]{.underline}**

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

***Leadership Challenge #3[\
]{.underline}* [Getting More Input and Buy-in]{.underline}**

Notes Page

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

***[Activity #9]{.underline}***

**Leadership ABC's of Advocacy**

An [advocate]{.underline} is a person who asks or pleads in favor of a
cause.

[Advocacy]{.underline} (in the context of coalition work), is action
taken to improve the situation for some, or all, of the people in the
community.

**A** **ACTION**- Take action. Don't sit back and do nothing about a
problem.

**B BROADCAST MEDIA**- Get television coverage to enhance your message.

**C COLLABORATE**- Form coalitions, partnerships... There is power in
numbers.

**D DEVELOP COMMUNICATION SKILLS**- Verbal, written, body language

**E ELECTRONIC MEDIA**- Post information on web sites, listservs, chat
rooms.

**F FIND AVENUES** for policy change! Change practices, programs,
procedures.

**G GET OTHERS INVOLVED** in long term, environmental change.

**H HAVE TASK COMMITMENT**- Be determined and stay focused on your
goals.

**I INVESTIGATE** how your legislators voted.

**J JUST** persevere and you will prevail.

**K KEEP** educating, presenting and exhibiting information.

**L LEAD** your peers and believe in yourself and your cause.

**M MEET** with senators, congressmen, elected and non-elected
officials.

**N NEVER** give up. Cultural change is slow.

**O ORGANIZE**, mobilize, and strategize.

**P PRINT MEDIA-**Write letters to the editor, make use of newsletters,
flyers.

**Q QUOTE** facts and figures and get the truth out in the community.

**R RECOGNIZE** and reject media glamorization of any drugs.

**S SHARE** success stories and strategies.

**T TELEPHONE**, fax and e-mail legislators and decision-makers

**U USE** a clear and consistent message when speaking to the media.

**V VENDOR COMPLIANCE CHECKS**- Work with law enforcement.

**W WORK** with many organizations, agencies, faith communities and
groups.

**X X-PECT** results. Think positive. Raise the bar. Reach for the sky.

**Y YOUTH** talents and skills- Identify them. Use them.

**Z ZERO-**in on key points with decision makers and legislators.

**Explain those listings in the ABC's of Advocacy that match your
talents and skills and that you feel you can do well.**

**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**

**Identify three areas of advocacy where you feel you could improve.**

**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**

***[Leadership Challenge #4\
Can you debate an issue?]{.underline}***

(See Power Point) Brainstorm ideas here for your side of the issue:

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

***[Activity #10]{.underline}***

####### Beware of Persuasion Techniques

**[BUZZ WORDS]{.underline}** -- Using [popular]{.underline} "buzz words"
to make alcohol or tobacco or other drugs sound upbeat, "cool", the
obvious choice, the best choice

**[TRANSFERENCE]{.underline}** -- Not focusing on the actual drug or
alcohol use or activity, but instead, the popular location, symbol,
logo, etc. of where the activity will occur. Transference
"[links]{.underline}" use to connect to something else going on.

**[NAME CALLING]{.underline}** - Saying that you will be
"[weak]{.underline}" or "[stupid]{.underline}" if you don't join the
crowd.

**[GLITTERING GENERALITIES]{.underline}** -- Giving very general
information about the alcohol or drug use... so "[general]{.underline}"

> that is sounds like a "[fact]{.underline}". Like, "Many kids do this,
> and nothing bad happened to
>
> them".

**[FLATTERY]{.underline}** - Complimenting the listener...Saying that
"You are using [good sense]{.underline}, if you follow the

crowd..."

**[BANDWAGON]{.underline}** - Saying that, "Because
[everybody]{.underline} is doing this, you [will be left
out]{.underline}."

**[PLAIN FOLKS]{.underline}** - Saying "Kids, [just like
you]{.underline}, are doing this."

**[AUTHORITY]{.underline}** - [Quoting from a popular role
model]{.underline} in the media, or a local role model, that it is "OK
to

> do alcohol or drugs", making the person sound like an authority.

**[TESTIMONIAL]{.underline}** - [Naming a person that you "really
like",]{.underline} or that they know you "admire and look up to" is

> doing drugs or alcohol.

**[SNOB APPEAL]{.underline}** - "Anybody who is anybody" is doing drugs
-- Sort of the ["Who's Who"]{.underline} of the school or

> neighborhood.

**[HIDDEN FEARS]{.underline}** - [Scaring you into the use of drugs or
alcohol]{.underline}, saying if you don't use, you won't be able to

> cope with life problems, school problems, etc.

**[FACTS AND FIGURES]{.underline}** [Using numbers for
convenience...]{.underline} "Out of 200 kids who were there, no one got

> "caught."

**Which are the three most popular persuasion tactics you have heard in
the area where you live or attend school?
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**

***[Activity #11]{.underline}***

**Peer Refusal Skills**

**1. Avoid**

Don't enter a situation where you may be pressured.

**2. Escape**

Walk away or leave before an offer is made

Give an excuse *(have to go somewhere)*

Ignore *(Talk to someone else instead)*

**2. Refuse**

Reject the invitation *(No! or No Thanks!)*

Self statements *(I am just not the type of person who wants to drink
alcohol.)*

Consequences *(I really don't want yellow teeth from smoking!)*

*What do you think is the best way to refuse? Give an example.*

[\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

***[Activity #12]{.underline}***

**Trends and Technology - Knowing the Facts**

**List 8 websites that have facts about alcohol, tobacco and other
drugs. After each website, record 2 new facts that you never new
before.**

Web Site Address:

Fact:

Fact:

Web Site Address:

Fact:

Fact:

Web Site Address:

Fact:

Fact:

Web Site Address:

Fact:

Fact:

Web Site Address:

Fact:

Fact:

Web Site Address:

Fact:

Fact:

Web Site Address:

Fact:

Fact:

Web Site Address:

Fact:

Fact:

**[LEADERS KNOW "COOL" WEBSITES AND DRUG FACTS]{.underline}**

***[Some Cool Websites:]{.underline}***

[www.mediacampaign.org](http://www.mediacampaign.org/)
[www.y2yint.com](http://www.y2yint.com/)
[www.connectforkids.org](http://www.connectforkids.org/)
[www.redribbonworks.org](http://www.redribbonworks.org/)
[www.cdc.gov/tobacco](http://www.cdc.gov/tobacco)
[www.tobaccofreekids.org](http://www.tobaccofreekids.org/)

[www.freevibe.com](http://www.freevibe.com/)
[http://hablemos.samhsa.gov]{.underline}
[www.camy.org](http://www.camy.org/)

[www.theantidrug.com](http://www.theantidrug.com/)
[www.coolspot.gov](http://www.coolspot.gov/)
[www.kickbuttsday.org](http://www.kickbuttsday.org/)
[www.unodc.org/youthnet](http://www.unodc.org/youthnet)
[www.inhalants.org](http://www.inhalants.org/)
[www.icountadvisors.com](http://www.icountadvisors.com/)

[www.justthinktwice.com](http://www.justthinktwice.com/)
[www.madd.org](http://www.madd.org/)
[www.teens.drugabuse.gov](http://www.teens.drugabuse.gov/)
[www.stopalcoholabuse.gov](http://www.stopalcoholabuse.gov/)
[www.family.samhsa.gov](http://www.family.samhsa.gov/)

***[Cool Drug Facts]{.underline}***

**[Marijuana]{.underline}**: Heavy marijuana use impairs young people\'s
ability to concentrate and retain information. Marijuana and underage
drinking are linked to higher dropout rates. Students who drink or use
drugs frequently are up to five times more likely than their peers to
drop out of high school. Arrests for drugged driving under the influence
of marijuana, a number nearly equivalent to those who reported driving
under the influence of alcohol.

**[Steriods]{.underline}**: **For males**---shrinking of the testicles,
reduced sperm count, infertility, baldness, development of breasts,
increased risk for prostate cancer. **For females**---growth of facial
hair, male-pattern baldness, changes in or cessation of the menstrual
cycle, enlargement of the clitoris, deepened voice. Steroid abuse can
also trigger aggression, extreme mood swings, and other psychiatric side
effects, including depression. **For both**---In addition, people who
inject anabolic steroids run the added risk of contracting or
transmitting HIV/AIDS or hepatitis, which causes serious damage to the
liver.

**[Ecstacy:]{.underline}** Ecstasy is a slang term for an illegal drug
that has effects similar to those of hallucinogens and stimulants.
Ecstasy\'s scientific name is \"MDMA,\" short for
3,4-methylenedioxymethamphetamine, a name that's nearly as long as the
all-night dance club \"raves\" or \"trances\" where ecstasy is often
used. That\'s why MDMA is called a \"club drug.\" MDMA is synthetic---it
doesn\'t come from a plant like marijuana does. MDMA users often make
the drug in secret \"labs\"---in trailers, basements, and even
kitchens---hidden around the country.

**[Opiates:]{.underline}** Opiates are made from opium, a white liquid
in the poppy plant. They\'re also referred to as narcotics. Maybe
you\'ve heard of drugs called heroin, morphine or codeine. These are
examples of opiates. Opiates can produce a quick, intense feeling of
pleasure followed by a sense of well-being and a calm drowsiness. But
they can also become an addiction. If someone uses opiates again and
again, his or her brain is likely to become dependent on them.

**[Hallucinogens]{.underline}**: cause people to experience - you
guessed it - hallucinations, imagined experiences that seem real. The
word \"hallucinate\" comes from Latin words meaning, \"to wander in the
mind. Some people refer to hallucinating as tripping. The \"trips\"
caused by hallucinogens can last for hours. Hallucinogens powerfully
affect the brain, distorting the way our five senses work and changing
our impressions of time and space. People who use these drugs a lot may
have a hard time concentrating, communicating, or telling the difference
between reality and illusion.

**[Nicotine]{.underline}**: For centuries, people have chewed and smoked
tobacco, which comes from the plant nicotiana tabacum. The reason
tobacco is used by so many people is because it contains a powerful drug
known as nicotine. When tobacco is smoked, nicotine is absorbed by the
lungs and quickly moved into the bloodstream, where it is circulated
throughout the brain. All of this happens very rapidly. In fact,
nicotine reaches the brain within 8 seconds after someone inhales
tobacco smoke. Nicotine can also enter the bloodstream through the
mucous membranes that line the mouth (if tobacco is chewed) or nose (if
snuff is used), and even through the skin. Nicotine affects the entire
body. Nicotine acts directly on the heart to change heart rate and blood
pressure. It also acts on the nerves that control respiration to change
breathing patterns. It\'s so lethal that it has been used as a pesticide
for centuries.

**[Inhalants:]{.underline}** Inhalants have a strong smell. (That's why
they are called inhalants.) Inhalants are found in everyday products
which some people inhale on purpose. The chemicals in these vapors can
change the way the brain works, and those changes can do much harm. In
fact, a one-time use of an inhalant can be fatal.

**[Alcohol:]{.underline}** When drinking alcohol, inhibitions and memory
soon become affected---so the user may say and do things that they will
regret and possibly will not remember doing at all. Decision-making
skills are also affected and actions may become restless and aggressive.
Alcohol drinkers are at risk for having an alcohol-related traffic
crash, getting into fights, trashing a house, or making unwise decisions
about sex. Physical control, (loss of balance, slurred speech, and
blurred vision) diminishes and even normal activities can become
dangerous. TOO MUCH ALCOHOL BECOMES A DEADLY POISON IN YOUR BODY.
Reflexes like gagging and breathing can be suppressed. That means the
user could vomit and choke to death, or, just stop breathing. Heavy
consumption can also cause alcohol addiction.

##  Left/Right Brain Self-Assessment

Read the following left and right brain characteristics and circle the
most appropriate answers. The scoring table at the end of the list will
help you determine your "dominance". You may find that you are fairly
balanced between the two hemispheres.

1.  I have no trouble making decisions about the correct thing to do.

```{=html}
<!-- -->
```
1.  I see problems or pictures as a whole rather than in parts or
    details.

2.  I follow written directions best and prefer to write then talk.

3.  I often think of many things at once rather than thinking through
    one idea at a time.

4.  I'm usually aware of the time.

5.  When I'm introduced to someone for the first time, I pay particular
    attention to the person's face. I later forget the person's name,
    but I remember his or her face.

6.  I attack most problem-solving activities analytically and logically.

7.  When comparing things, I usually look for ways they are alike rather
    than ways they are different.

8.  I'd rather take a true/false, multiple-choice or matching test than
    an essay test.

9.  Most often, I use my imagination and I think in an abstract manner.

10. If I have a problem, I break it down into smaller, more manageable
    parts in order to arrive at a solution.

11. I seem to learn best if I can observe a demonstration or read the
    directions.

12. Generally, I like to be in control of a situation and I do not like
    to take too many risks.

13. I like assignments that are open-ended rather than more structured
    assignments.

14. I learn best by seeing and hearing.

15. I learn best by touching or doing.

16. I usually think in concrete pattern and solve problems in a
    step-by-step approach.

17. If I try to remember information, I generally picture it in my mind.

18. Although I sometimes get upset, I am a rational person.

19. I don't mind trying anything once: I take risks when it is
    necessary.

20. Sometimes I talk to myself in order to think or learn something.

21. I can let my feelings "go". I am considered to be somewhat
    emotional.

22. I solve problems on an intellectual basis rather than an intuitive
    one.

23. People have told me that I'm creative.

24. I prefer to think of one thing at a time.

25. I like to act in a spontaneous manner.

26. I prefer to plan things and know what's going to happen ahead of
    time.

27. I can easily remember melodies and tunes.

28. I am usually in control of my feelings.

29. I do well in geometry and geography.

30. I usually can recall information I need quickly and easily.

31. I enjoy reading and writing poetry; it comes to me easily.

32. I can really concentrate when I want to.

33. When I work in a group, I can "feel" the moods of others.

34. I understand mathematical concepts.

35. When solving problems or taking tests, I rely on one idea leading to
    another in order to come to a conclusion.

36. I can learn new vocabulary words easily.

37. When I plan a party, I "hang loose" rather than plan all of the
    details.

38. I usually can learn easily from any teacher.

39. In class I'm generally aware of what everyone is doing.

40. I notice and remember details.

41. I can easily see the whole picture when only a few puzzle pieces are
    in place.

42. I don't mind practicing something repeatedly in order to master it.

43. I communicate best with someone "in person" rather than on the
    phone.

44. I can remember jokes and punch lines.

45. I have trouble concentrating when I know I should.

46. I can write directions in a clear and logical manner.

47. I sometimes rely on my intuition when making decisions.

48. I basically have a day-to-day routine.

49. I sometimes can remember things according to where I "saw" them on
    the page.

***Remember, this inventory is only an informal indication of which
hemisphere***

***is probably dominant for you. Both sides work together and cannot be
totally separated.***

**SPF= Strategic Prevention Framework**

**An easy*, "SPF-ee"* 5 --Step Process to follow is:**

1.  **Assess:** Take "inventory" of underlying risky conditions or
    situations, as well as positive and nurturing situations, (such as
    helpful people and resources) that can help you.

2.  **Build Capacity:** Get more people, money or donated services,
    trainings, material resources, etc. to build an army of foot
    soldiers to help you and your team reach their goal.

3.  **Plan:** Think ahead for every detail and make decisions on the
    strategies you will use to get the job done

4.  **Implement:** This is the part where you DO what you

> said you were going to do. You DO what is in your plan. [Keep track
> of:]{.underline}
>
> *What was done, to whom, by whom, when it started,*

*how long, how it was done, how it was measured, etc.*

> **5. Evaluate:** What was your yardstick? How did you
>
> measure what you did? What did you do that contributed to the change?
> How did you make a difference in your community and its population?

***[Activity #13]{.underline}***

**Starting the Planning Process: Programs vs. Practices**

**UNDERSTANDING THE DIFFERENCE**

**PROGRAMS:** A "program" is generally a curriculum with a text book and
a manual. It has a "recurring" audience of the same learners and has
some type of pre/post test, or survey or assessment with it. Programs
generally have groups that meet at least six times. **Programs try to
fix and change [INDIVIDUAL]{.underline} BEHAVIORS.** In this case, we
get "individual" outcomes.

**PRACTICES/PROCESSES: "Practices" are efforts that fix and change the
[SURROUNDINGS]{.underline}** in a community. The practices focus on
changing the "norm" by changing the physical environment, policies,
practices, procedures, the legal environment, the economic environment
and social and cultural environment. In this case, we get "population"
outcomes.

List examples of **[PROGRAMS.]{.underline}**
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

List examples of **[PRACTICES.]{.underline}**

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**Examples of *"Programs"***

**School Based Programs**

Peer Resistance Skills

Skill Building Programs

ATOD Educational Programs

**Community Outreach Involvement**

After School Programs

Parent to Parent Programs

Mentoring Programs

**Work Based Programs**

Stress Reducing Programs

Drug Abuse Education

Instruction for Dealing with Children

**Church Based Programs**

Group Discussions

Support Sessions

Sermons

Testimonies During Church

Service

**Family Based**

Skills Building / Educational

Parenting Skills

Family Therapy for Communication

**Health Care Based**

Training for Providers to Detect Symptoms

Discussions During Client Encounters

**College Based**

Addressing Promotional Strategies

Support Groups for Children of Alcoholics

Discussion During Counseling

**Other**

Driver Education Classes

Court Ordered Treatment Programs

Media Sponsored Campaign

Elderly Outreach

**Center for Substance Abuse Prevention's Best Practice Strategies**

**[STRATEGIES]{.underline}**

**Information Dissemination-**provides awareness and knowledge of the
nature and extent of substance abuse and addiction and its effects on
individuals, families, and communities. The strategy is also intended to
increase knowledge and awareness of available prevention programs and
services. Information dissemination is characterized by one-way
communication from the source to the audience, with limited contact
between the two.

**Education-**substance abuse prevention education involves two-way
communication and is distinguished from the information dissemination
strategy by the fact that interaction between the educator and/or
facilitator and the participants is the basis of its components.
Services under this strategy aim to improve critical life and social
skills, including decision-making, refusal skills, critical analysis,
and systematic judgment abilities.

**Alternatives-**provide for the participation of target populations in
activities that exclude substance abuse. The assumption is that
constructive and healthy activities offset the attraction to or
otherwise meet the needs usually filled by alcohol, tobacco, and other
drugs and would therefore minimize or remove the need to use these
substances.

**Problem Identification And Referral-**aims to classify those who have
indulged in illegal or age-inappropriate use of tobacco or alcohol and
those who have indulged in the first use of illicit drugs and to assess
whether their behavior can be reversed through education. It should be
noted, however, that this strategy does not include any function
designed to determine whether a person is in need of treatment.

**Community-Based Process-**aims to enhance the ability of the community
to more effectively provide substance abuse prevention and treatment.
Services in this strategy include organizing, planning, and enhancing
the efficiency and effectiveness of services implementation, interagency
collaboration, coalition building, and networking.

**Environmental-**establishes or changes written and unwritten community
standards, codes, and attitudes, thereby influencing the incidence and
prevalence of the abuse of alcohol, tobacco, and other drugs by the
general population. This strategy is divided into two subcategories to
permit distinction between activities that center on legal and
regulatory initiatives and those that relate to service- and
action-oriented initiatives.

Environmental / Policy Change

In the blank space on the left, place the letter of the change that you
think the example shows. (Some may have multiple answers.)

***P* = Physical Change *L* = Legal Change *E* = Economic Change *S* =
Sociocultural Change**

\_\_\_\_\_ Training/Skill Building (National Guard Counterdrug
leadership camps)

\_\_\_\_\_ Conferences (Linking law enforcement to youth informants and
participants)

\_\_\_\_\_ Compliance Checks (Tobacco vendors or alcohol licensees)

\_\_\_\_\_ Voluntary Drug Testing (School districts)

\_\_\_\_\_ Movable Billboards ("Writing on the Wall" Campaign for the
community to sign on)

\_\_\_\_\_ Coupon Mailings (Only for tobacco-free restaurants)

\_\_\_\_\_ Pledge Campaigns (Tobacco-free homes and vehicles)

\_\_\_\_\_ Legislative Breakfasts (Focusing on key issues)

\_\_\_\_\_ Latchkey Kid Alternative Activities (Supervised after-school
activities)

\_\_\_\_\_ Awards, Recognition (Congressional Awards instituted for
community service for drug prevention)

\_\_\_\_\_ Print Media Advocacy (Billboard, counter-advertising)

\_\_\_\_\_ Parent/Adult Trainings (Use of evidence-based programs only)

\_\_\_\_\_ Location Change (Bingo moved to accommodate smoke-free
environment)

\_\_\_\_\_ Warning Signs (Tent cards placed in licensed establishments,
alcohol outlets)

\_\_\_\_\_ Beverage Server Training (Ordinance for mandatory
participation)

\_\_\_\_\_ Law Enforcement (Cops in Shops, Party Control Dispersal
trainings)

\_\_\_\_\_ Business Partnerships (Free-standing inserts in employee
paychecks)

\_\_\_\_\_ Reporting Procedures (Hotlines, Example: 1-888-under21)

\_\_\_\_\_ Ordinances (Change in Happy Hour Times)

\_\_\_\_\_ Law (Raising excise taxes for cigarettes)

\_\_\_\_\_ School Board Policies (Banning t-shirts with pro-drug
messages)

\_\_\_\_ Equipment Change (Installing electronic smoke detector in
bathrooms that sounds signal in principal's office)

\_\_\_\_\_ Resolution (State House/Senate Resolution, county resolution)

\_\_\_\_\_\_ Proclamation (Declaring a Time Line or Day for a Special
Event)

\_\_\_\_\_\_ Alcohol Warning Labels (Youth-designed labels carrying a
warning about consequences or the Law)

\_\_\_\_\_ Media Literacy/Advocacy (Public Service Campaigns and
Promotions)

***[Activity #14]{.underline}***

**Begin the Planning Process**

**(Leaders can work in teams on the same problem and work plan, as long
as each person has very specific roles, duties and responsibilities.)**

What exactly is the PROBLEM?

When stating the problem ...

Do not assign blame to any group!

Don't make the solution the problem!

Only ONE problem at a time!

> Frame the problem statement in beneficial context. "Too many teens are
> drinking underage," or, "Not enough youth are alcohol-free."

How do you KNOW there is a problem? Be sure you have data (surveys,
reports, percentages, eye witnesses, interviews, to prove it.)

Who, exactly is being targeted? Youth? What age? Parents? Other Adults?
Business owners? Vendors?

What strategy(ies) could you use to change the condition? (Overall Work
Plan)

How exactly would the activities for that strategy be carried out?
(Action Plan)

How will you MEASURE and prove what you did contributed to success?

What do you think the short term outcomes will be? (Changes that begin
to happen right away?)

View the sample activities on the following pages for ideas, if you need
them.

**The 7 Strategies**

+---------------------+------------------------------------------------+
| ######### **Interv  | ######### **How will we do this?**             |
| ention Strategies** |                                                |
+---------------------+------------------------------------------------+
| 1\. Provide         |                                                |
| Information         |                                                |
|                     |                                                |
|                     |                                                |
|                     |                                                |
|                     |                                                |
|                     |                                                |
|                     |                                                |
|                     |                                                |
+---------------------+------------------------------------------------+
| 2\. Enhance Skills  |                                                |
+---------------------+------------------------------------------------+
| 3\. Provide Support |                                                |
| (Social Support,    |                                                |
| Peer Support, etc.) |                                                |
|                     |                                                |
|                     |                                                |
|                     |                                                |
|                     |                                                |
|                     |                                                |
|                     |                                                |
+---------------------+------------------------------------------------+
| 4\. Change          |                                                |
| Incentives or       |                                                |
| Disincentives       |                                                |
| (Consequences)      |                                                |
|                     |                                                |
|                     |                                                |
|                     |                                                |
|                     |                                                |
|                     |                                                |
+---------------------+------------------------------------------------+
| 5\. Reduce Barriers |                                                |
| or Enhance Access   |                                                |
| (Time, Distance,    |                                                |
| Language, etc.)     |                                                |
|                     |                                                |
|                     |                                                |
|                     |                                                |
|                     |                                                |
|                     |                                                |
+---------------------+------------------------------------------------+
| 6\. Change the      |                                                |
| Physical Design of  |                                                |
| the Environment     |                                                |
+---------------------+------------------------------------------------+
| 7\. Modifying       |                                                |
| Policies and        |                                                |
| Broader Systems     |                                                |
|                     |                                                |
|                     |                                                |
|                     |                                                |
|                     |                                                |
|                     |                                                |
|                     |                                                |
|                     |                                                |
|                     |                                                |
+---------------------+------------------------------------------------+

**Thinking About Examples of Activities**

Do you have the people, training, finances and resources to do what you
want to do?

**(ATOD means "Alcohol, Tobacco and Other Drugs)**

-   Art posters with messages posted inside school, college

-   Daily audio or video, 10-second fast-facts about alcohol, tobacco or
    other drugs

-   Lunch with Community Stakeholders and Key Leaders to discuss
    problems

-   Banners hung inside the school or college

-   Signage outside building, (hanging or stationary)

-   A student-designed product for actual use (ex: calendar, cafeteria
    place mats, etc.)

-   Student developed proclamation or resolution for school wide or
    community use

-   Workshop/training presentations to schools, parents, civic groups,
    etc.

-   Message designed and placed on professional billboards (could
    originate from a poster contest)

-   T-shirt trade ins (Trade old shirt for an anti-drug shirt)

-   Innovative game or competition among grades or classes that will
    highlight the problem, dangers, facts, consequences

-   Pledge forms (to show behavior intent, such as quitting smoking)

-   A business or workplace project partnership

-   Guest speaker focusing on the problem and consequences or positive
    messages

-   Ribbons, buttons, pins with message worn by student body on a
    specific day

-   Entire web page dedicated to the project on the school or
    organization web site

-   Information posted on an existing web page about upcoming
    activities, a calendar

-   Career person speaking on the need to be drug-free in a job or
    career

-   Youth produced video tape to be shown to other students

-   A youth created newsletter

-   Prerecorded greeting placed on school, college, adult voice mails

-   Demonstration of something by professionals (vision goggles for
    youth riding golf carts)

-   Student "contracts" developed

-   Ongoing partnership with a service facility (What will each DO?)

**More Examples**

**Public Policy Campaigns**

-   Social Marketing -Print Media(letters to the editor, newspapers,
    newsletters, flyers, brochures)

-   Social Marketing -Broadcast Media (local television stations,
    in-house school video)

-   Social Marketing -Electronic Media (web sites, web pages, list
    servs0

-   Campaigns Focused on Increasing Consequences (Stricter penalties)

**Changing Environmental Codes, Ordinances, Regulations, & Legislation -
State Laws Passed**

-   Prevention efforts aimed at state legislatures, such as passing Keg
    Registration

**Changing Environmental Codes, Ordinances, Regulations, & Legislation -
Local Ordinances Passed**

-   Zoning ordinances to prohibit new alcohol outlets

-   Zoning ordinances to reduce the number of existing outlets

-   Drinking‑in‑public ordinances (passed or improved)

-   Other local control powers (passed or improved)

-   Efforts aimed at city and county officials, elected /non elected
    officials, (such as Message in a Bottle/Can)

-   Creating Petitions

-   Creating Resolutions

-   Creating Proclamations

**Preventing Underage Sale of Tobacco &** **Tobacco Products- Annual
Tobacco Compliance Inspections**

-   Conducting SYNAR tobacco compliance activities

-   Conducting law enforcement compliance activities.

**Preventing Underage Alcoholic Beverage Sales - Alcohol Compliance
Inspections**

-   Compliance Inspections

-   Vendor carding

**Preventing Underage Sale of Tobacco & Tobacco Products - Tobacco
Vendor Education**

-   Vendor education

-   Law enforcement education

**Preventing Underage Alcoholic Beverage Sales - Holiday Campaigns &
Special Events**

-   Holiday campaigns and special events

-   Signage activities

-   Alcohol Labeling (i.e. Project Sticker Shock)

-   Advocacy Cards to Licensed Establishment

**Preventing Use**

-   Vehicle Labeling to enforce liquor laws

-   Creating Petitions

-   Creating Resolutions

-   Implementing Proclamations

-   Developing house party guidelines

-   Developing house party registration forms

-   Developing pre-party walk-through procedures

-   Town Hall meetings

-   Mock Trials

-   Social host training for adults

**Establishing ATOD Free Policies-School Use Policies & Procedures
(Passed or Improved)**

-   School use policies and procedures (passed or improved)

-   Tobacco use policy (passed or improved)

**Establishing ATOD Free Policies-Business/Workplace Policies &
Procedures (passed or**

**improved)**

-   Establishment of drug‑free workplaces

-   Business/workplace use policies and procedures (passed or improved)

-   Tobacco use policy (passed or improved)

**Establishing ATOD Free Policies in Public Places/Environments**

-   Voluntary Smoke-free Pledges/Labels

-   Voluntary Alcohol-free / Drug-free Pledges/Labels

-   Establishment of ATOD-free public area policies and procedures

-   Restricting ATOD use at popular outdoor venues and community events

-   Establishing hotlines

**Establishing ATOD Free Policies in Other Environments**

-   Voluntary Smoke-free /Alcohol-free / Drug-free *Homes*
    Pledges/Labels

-   Voluntary Smoke-free /Alcohol-free / Drug-free *Vehicle*
    Pledges/Labels

-   Voluntary "Safe Harbor" Directories for Parents

-   Implementing landlord-tenant ordinances and nuisance abatement
    procedures

-   Establishing hotlines

Enforcement: *Source: Pacific Institute of Research and Evaluation*

-   Reward licensed establishments (placed selling alcohol) with
    certificates of recognition and cooperation for not allowing minors
    to purchase alcohol or frequent premises

-   Educate local motel and hotel owners regarding preventing underage
    drinking parties

-   Provide information to hotel and motel owners, ambulance & emergency
    groups, etc. on when/where parties are to be held/Increase special
    police "party patrols" especially during prom/graduation time

-   Conduct tobacco vendor compliance checks in cooperation with the
    Department of Health

-   Conduct citizen/youth/police patrols to "watch" for minors
    attempting to buy alcohol or adults purchasing for youth
    ("shoulder-tap" program)

-   Enforcement of no-smoking policies and fire code violations

-   Change or enforce local regulatory ordinances/propose prohibition of
    alcohol sponsorship of public events (Beer Company sponsoring a
    community fair or festival)

-   Change or enforce ordinances/propose controls on advertising
    (especially on billboards, sides of buses, etc.)

-   Change or enforce regulatory ordinances/propose no loitering
    ordinances in "youth hot spots"

-   Change local regulatory ordinances/propose curfews for youth

-   Provide Community/police sponsorship of alcohol-free activities for
    youth and/or alcohol safe community events

-   Provide community-community cooperative law enforcement activities
    for saturation and roving party patrols, sobriety checkpoints,
    especially during "high risk" times

-   Develop a Safe Homes Directory for parents and kids and provide
    empowerment training by police and kids to adults and parents

-   Provide refrigerator magnets with police hotline numbers to report
    use of drugs, alcohol, etc.

-   Develop a strategic media advocacy campaign to raise awareness of
    alcohol and drugs, report on violations and activities connected
    with alcohol, tobacco and drugs, etc.

-   Conduct "Project Sticker Shock" program with voluntary beer
    distributors (alcohol labeling project)

-   Hold an awards/recognition dinner for exemplary officers, District
    Justices, alcohol/drug-free youth,etc./develop "fan clubs"

-   Developing and conducting community surveys on underage drinking
    and/enforcement issues, etc.

-   Develop and establish a "teen court" (where youth people from
    community serve as jury members along with key adults) in
    cooperation/operation by juvenile courts, probation, etc.

-   Develop and establish Victim Impact Panels to include youthful
    victims

-   Develop and establish a teen advisory board to the local law
    enforcement agency on alcohol and drug issue

**View the sample "personal" Work Plan (Logic Model) on the following
page. Then, on the next page, create your own Personal Work Plan for a
personal goal that you have, so that you understand what information
goes into each column.**

**THEN, you are ready to complete the Work Plan, (a quick snapshot of
the whole project) and the Action Plan (very specific information).**

# Sample Personal Logic Model (Work Plan) Goal: To lose weight (10 pounds)

<table>
<colgroup>
<col style="width: 7%" />
<col style="width: 10%" />
<col style="width: 9%" />
<col style="width: 10%" />
<col style="width: 9%" />
<col style="width: 9%" />
<col style="width: 11%" />
<col style="width: 7%" />
<col style="width: 11%" />
<col style="width: 11%" />
</colgroup>
<thead>
<tr class="header">
<th><strong>Problem</strong></th>
<th><p><strong>Why?</strong></p>
<p><strong>Root Causes</strong></p></th>
<th><p><strong>Why here?</strong></p>
<p><strong>Local</strong></p>
<p><strong>Conditions</strong></p></th>
<th><strong>STRATEGIES</strong></th>
<th><strong>Target Audience</strong></th>
<th><strong>Activities</strong></th>
<th><strong>How Measured?</strong></th>
<th><strong>“IF-THEN” STATE-MENTS</strong></th>
<th><strong>SHORT-TERM OUTCOMES</strong></th>
<th><strong>LONG-TERM OUTCOMES</strong></th>
</tr>
</thead>
<tbody>
<tr class="odd">
<td><blockquote>
<p><strong>What is the problem</strong></p>
<p><strong>No Blame</strong></p>
<p><strong>One Problem</strong></p>
<p><strong>Not the</strong></p>
<p><strong>Solution</strong></p>
<p><strong>Not too – or +</strong></p>
</blockquote></td>
<td><blockquote>
<p><strong>Why is this happening</strong></p>
</blockquote></td>
<td><blockquote>
<p><strong>Why HERE specifically</strong></p>
</blockquote></td>
<td><blockquote>
<p><strong>How will we intervene?</strong></p>
</blockquote></td>
<td><blockquote>
<p><strong>Who is the target audience?</strong></p>
</blockquote></td>
<td><blockquote>
<p><strong>How will we carry out the strategies?</strong></p>
<p><strong>Who, What When, Where,</strong></p>
<p><strong>How and for How Long?</strong></p>
</blockquote></td>
<td><strong>How will we measure our progress?</strong></td>
<td><blockquote>
<p><strong>We expect that this activity will lead to these
changes:</strong></p>
</blockquote></td>
<td><blockquote>
<p><strong>We will know these changes have occurred if:</strong></p>
</blockquote></td>
<td><blockquote>
<p><strong>We will know we are reaching our goal if:</strong></p>
</blockquote></td>
</tr>
<tr class="even">
<td><strong> Over weight</strong></td>
<td><p><strong>Eating high calorie fast food a lot</strong></p>
<p><strong>No exercise</strong></p></td>
<td><p><strong> Not enough time</strong></p>
<p><strong>A lot of sitting at computer and sitting in
class</strong></p></td>
<td><p><strong> Get up earlier to fix right food</strong></p>
<p><strong>Ask parent to buy healthy snacks</strong></p>
<p><strong>Exercise</strong></p></td>
<td><strong>Self</strong></td>
<td><p><strong>Prepare low fat meals and pack healthy
lunches</strong></p>
<p><strong>Walk the dog</strong></p>
<p><strong>Join sports teams</strong></p></td>
<td><p><strong> Measure weight on a scale</strong></p>
<p><strong>Clothes fit better</strong></p></td>
<td><p><strong>Smaller clothing size</strong></p>
<p><strong>Scale 10 lbs. less</strong></p></td>
<td><p><strong> Clothes are fitting looser</strong></p>
<p><strong>Scale shows a few pounds lighter</strong></p></td>
<td><p><strong> </strong></p>
<p><strong>A size lower in clothing</strong></p>
<p><strong>Scale shows 10 pounds less</strong></p></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
</tbody>
</table>

**Logic Model (Work Plan) for the Leadership Project**

**Goal: To
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**

<table>
<colgroup>
<col style="width: 9%" />
<col style="width: 8%" />
<col style="width: 9%" />
<col style="width: 10%" />
<col style="width: 9%" />
<col style="width: 9%" />
<col style="width: 11%" />
<col style="width: 9%" />
<col style="width: 10%" />
<col style="width: 11%" />
</colgroup>
<thead>
<tr class="header">
<th><strong>Problem</strong></th>
<th><p><strong>Why?</strong></p>
<p><strong>Root Causes</strong></p></th>
<th><p><strong>Why here?</strong></p>
<p><strong>Local</strong></p>
<p><strong>Conditions</strong></p></th>
<th><strong>STRATEGIES</strong></th>
<th><strong>Target Audience</strong></th>
<th><strong>Activities</strong></th>
<th><strong>How Measured?</strong></th>
<th><strong>“IF-THEN” STATE-MENTS</strong></th>
<th><strong>SHORT-TERM OUTCOMES</strong></th>
<th><strong>LONG-TERM OUTCOMES</strong></th>
</tr>
</thead>
<tbody>
<tr class="odd">
<td><blockquote>
<p><strong>What is the problem</strong></p>
<p><strong>Remember</strong></p>
<p><strong>1.No Blame</strong></p>
<p><strong>2. Only 1 Problem</strong></p>
<p><strong>3.Not the</strong></p>
<p><strong>Solution</strong></p>
<p><strong>4.Not too –</strong></p>
</blockquote></td>
<td><blockquote>
<p><strong>Why is this happening</strong></p>
</blockquote></td>
<td><blockquote>
<p><strong>Why HERE specifically</strong></p>
</blockquote></td>
<td><blockquote>
<p><strong>How will we intervene?</strong></p>
</blockquote></td>
<td><blockquote>
<p><strong>Who is the target audience?</strong></p>
</blockquote></td>
<td><blockquote>
<p><strong>How will we carry out the strategies?</strong></p>
<p><strong>Who, What When, Where,</strong></p>
<p><strong>How and for How Long?</strong></p>
</blockquote></td>
<td><strong>How will we measure our progress?</strong></td>
<td><blockquote>
<p><strong>We expect that this activity will lead to these
changes:</strong></p>
</blockquote></td>
<td><blockquote>
<p><strong>We will know these changes have occurred if:</strong></p>
</blockquote></td>
<td><blockquote>
<p><strong>We will know we are reaching our goal if:</strong></p>
</blockquote></td>
</tr>
<tr class="even">
<td><strong> </strong></td>
<td></td>
<td><strong> </strong></td>
<td><strong> </strong></td>
<td></td>
<td></td>
<td><strong> </strong></td>
<td></td>
<td><strong> </strong></td>
<td><strong> </strong></td>
</tr>
</tbody>
</table>

**An Action Plan Explains Exactly How the Strategies Will be Carried
Out**

<table>
<colgroup>
<col style="width: 7%" />
<col style="width: 10%" />
<col style="width: 9%" />
<col style="width: 10%" />
<col style="width: 9%" />
<col style="width: 9%" />
<col style="width: 11%" />
<col style="width: 11%" />
<col style="width: 7%" />
<col style="width: 11%" />
</colgroup>
<thead>
<tr class="header">
<th><strong>Who will do this?</strong></th>
<th><strong>Where will this happen?</strong></th>
<th><strong>When will this take place?</strong></th>
<th><strong>What are the start and stop dates?</strong></th>
<th><p><strong>Who is the</strong></p>
<p><strong>target audience?</strong></p></th>
<th><strong>Who do we report to?</strong></th>
<th><strong>What resources will be use?</strong></th>
<th><strong>Where will get these resources?</strong></th>
<th><strong>How will be track and measure this ?</strong></th>
<th><p><strong>How will we share our</strong></p>
<p><strong>outcomes?</strong></p></th>
</tr>
</thead>
<tbody>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td><strong> </strong></td>
<td></td>
<td><strong> </strong></td>
<td><strong> </strong></td>
<td></td>
<td></td>
<td><strong> </strong></td>
<td></td>
<td><strong> </strong></td>
<td><strong> </strong></td>
</tr>
</tbody>
</table>

> ![](media/image3.wmf){width="1.5625in" height="1.5284722222222222in"}

**Work Plan and Action Plan must be approved**

**before proceeding! Email, or mail via U.S. Mail,**

**your Work Plan and Action Plan to the coalition, agency, organization
or group hosting this effort.**

**.............................................................................**

**PHASE II**

**Time for Action**

> Once your Work Plan and Action Plan are approved, you may begin your
> leadership project. Keep track of your progress of what happened, when
> and how often, who you met with on what dates, and how you executed
> your role, whether you are the main contact person, or whether you had
> other job responsibilities or duties as part of a group. Keep good
> records. Interviews with media will highlight how you did the project,
> not just the outcomes.
>
> Take photos or video to show you and your group in action. This will
> help prove the success of your project. Remember to tap new leaders to
> get involved with training and the Lead and Seed project.
>
> Keep your advisor and host agency informed of your progress. The
> coalition or host agency staff will be making site visits to view your
> outcomes and applaud your efforts.
>
> When your project is complete, send your final report to your host
> agency or coalition leader. Then, begin the cycle again, and focus on
> a new problem in your community with new strategies, plans and
> activities! Keep gather adult support, too.

**Youth Involvement Training**

**POST Assessment**

**First and Last Name**
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**Age \_\_\_\_\_\_ Birth Month/Date/Year**\_\_\_\_\_\_\_\_\_\_\_\_\_
**Present Grade**\_\_\_\_ **Today's** **Date**\_\_\_\_\_

**School or
Organization**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**School, Agency, or Coalition Adult
Advisor**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

1\. List 2 characteristics of good leaders. (There are 20*) 4 points*

(A.)\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(B.)\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

2\. Provide 2 types of adaptive leadership. (There are 5) *4 points*

(A.)\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(B.)\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

3\. There are three categories of people who will help you to create a
groundswell of support and a "tipping point" in behavior change. Name 2
categories and explain each. *6 points*

(A.)\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(B.)
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

4\. List 3 ways to mobilize a school, neighborhood or community. (There
are 14.) *6 points*

(A.)\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(B.)\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(C.)\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

5\. List 2 of the three components of a PROGRAM. (Hint: What would a
"program" have?) *8 points*

(A.)\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(B.)\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

6\. Explain the difference between a PROGRAM and environmental
PRACTICE.. *10* *points*

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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7\. Give an example of an "environmental/policy" change. *5 points*

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8\. Define "advocate." *2 points*

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9\. Give 2 examples of "advocacy' from the ABC's of Advocacy. (There are
26.) *4 points*

(A.)\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(B.)\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

10\. Provide 2 categories of peer persuasion tactics. (There are 12.) *4
points*

(A.)\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(B.)\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

11\. Identify 1 of the 3 categories of peer refusal skills for drug use.
*2 points*

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12\. What are "outcomes?" in terms of plans, projects and activities?
Why must we measure and evaluate what we do? *2 points*

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13\. Provide two web sites containing information about ATOD. *4 points*

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(B.)\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

14\. There are "5" good, "*SPF-ee"* steps to follow when planning. Name
3 and describe them

*6 points*

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15\. What 2 things must we remember when stating "The Problem is\..."
(There are 4.) *4 points*

(A.)\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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16\. There are 7 Interventions (ways to help solve the problem). Name 2
and give examples. *8 points*

(A.)\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(B.)
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17\. What recommendations are there for debate situations where you
defend your viewpoint?

*4 points*

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18\. How would you handle the problem of "too many ideas" on the table?
*8 points*

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19\. How would you handle the problem of "too few ideas" on the table?
*5 points*

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20\. How would you make it possible for everyone to respond during a
brainstorming session, even the shy ones? *4 points*
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*­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­Thank you for participating in our training! Pass the torch of
leadership!*

Email Address: (Please Print
Clearly)\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_