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**Prevention Terms Glossary**

**Southwest Prevention Center**

**Source:** This glossary is excerpted from the Partners for Substance
Abuse Prevention, a SAMHSA/CSAP sponsored website at
<http://preventionpartners.samhsa.gov/resources_glossary_p2.asp>

**Prevention Terms Glossary**[^1]

**Anecdotal Evidence**

> Information derived from a subjective report, observation, or example
> that may or may not be reliable but cannot be considered
> scientifically valid or representative of a larger group or of
> conditions in another location.

**Benchmark**

> For a particular indicator or performance goal, the industry
> (healthcare or non-healthcare) measure of best performance. The
> benchmarking process identifies the best performance in the industry
> for a particular process or outcome, determines how that performance
> is achieved, and applies the lessons learned to improve performance
> elsewhere.

**Capacity Building**

> Increasing the ability and skills of individuals, groups, and
> organizations to plan, undertake, and manage initiatives. The approach
> also enhances the capacity of the individuals, groups, and
> organizations to deal with future issues or problems.

**Case Study**

> A Case study is a useful tool to collect in-depth program information
> on a single participant or site and is especially useful in providing
> information in fundraising efforts. A case study can be the story of
> one person\'s experience with a program. To protect privacy, it may be
> important to change the actual participant\'s name and other
> identifying characteristics. Gathering information through a case
> study may lead to other indications about the program experience.

**Community Development**

> Community Development is indicated by collaborative, collective action
> taken by local people to enhance the long-term social, economic, and
> environmental conditions of their community. The primary goal of
> community development is to create a better overall quality of life
> for everyone in the community.

**Community Readiness**

> Community Readiness indicates the degree of support for or resistance
> to identifying substance use and abuse as significant social problems
> in a community. Stages of community readiness for prevention provide
> an appropriate framework for understanding prevention readiness at the
> community and state levels. Community Readiness research is available
> from the Tri-Ethnic Center for Prevention Research at Colorado State
> University, <http://triethniccenter.colostate.edu/>.

**Community-Based Approach**

> A prevention approach that focuses on the problems or needs of an
> entire community, be it a large city, a small town, a school, a
> worksite, or a public place. Other popular approaches include
> school-based, family-based, environmental prevention.

**Coalition**

> Coalitions are partnerships or collaborations among organizations that
> require sharing resources and leadership to accomplish common goals on
> an ongoing basis. Collaboration techniques are essential to achieve
> increased capacity because they allow community members to identify
> problems and increase the likelihood that they will reach consensus on
> goals and implementation strategies. The paramount issue in a full
> collaboration is the willingness of organizations (or individuals) to
> enhance one another\'s capacity for mutual benefits and a common
> purpose. Usually this requires substantial time commitments, very high
> levels of trust, and extensive areas of common turf.

**Cost-Effectiveness**

> Cost effectiveness generally answers the question, does the program
> offer good value for the amount of money spent? Has account financial
> management and accountability, reporting, program delivery costs as
> well as program savings been considered. Have you addressed the
> question of whether alternative methods of delivering the program are
> more cost effective?

**Culturally appropriate**

> Activities and programs that take into account the practices and
> beliefs of a particular social or cultural group so that the programs
> and activities are acceptable, accessible, persuasive, and meaningful.

**Data Driven**

> A process whereby decisions are informed by and tested against
> systematically gathered and analyzed information.

**Data-Collection Instruments**

> The tools used to collect information. Examples of data-collection
> instruments include

-   surveys

-   focus groups

-   questionnaires, and

-   administrative records.

**Direct Observations**

> Direct observation is a less obtrusive method to gather information
> about things that can be observed. For example, by visiting a
> participant\'s home, you can directly collect information on the
> physical surroundings. By monitoring program activities or meetings,
> you can observe who shows up for meetings or the program, how many
> individuals outwardly participate in a meeting or an activity, how
> people interact, whether participants can apply the skills that are
> being taught, and so on.

**Early Intervention**

> Identification of persons at high risk prior to their having a serious
> consequence, or persons at high risk who have had limited serious
> consequences related to substance use on the job or having a
> significant personal, economic, legal, or health/mental health
> consequence, and providing these persons at high risk with appropriate
> counseling, treatment, education, or other intervention.

**Ecological Model (Theory)**

> Ecological Theory is a view that behavior is affected by and affecting
> multiple levels of influence. Five levels of influence have been
> identified for health-related behaviors and conditions: 1)
> intrapersonal or individual factors; 2) interpersonal factors; 3)
> institutional or organizational factors; 4) community factors; and 5)
> public policy factors. This model can be used to understand and
> develop interventions for changing behavior.

**Environmental Approaches**

> Environmental approaches are one of the six strategies mandated by the
> SAPT Block Grant regulations. This strategy establishes or changes
> community standards, codes, and attitudes and thus influences the
> incidence and prevalence of substance abuse. Approaches can center on
> legal and regulatory issues or can relate to service and
> action-oriented initiatives. Examples include TA to communities to
> maximize the enforcement of laws governing the availability and
> distribution of legal drugs; product pricing strategies; and the
> modification of advertising of alcohol and tobacco.

**Environmental Factors**

> Environmental factors are external or perceived to be external to an
> individual but that may nonetheless affect his or her behavior. At a
> narrow level these factors relate to an individual\'s family setting
> and relationships. At the broader level, these refer to social norms
> and expectations as well as policies and their implementation.

**Effective**

> The preponderance of research or program findings is consistent,
> positive, and clearly related to the intervention.

**Evaluation**

> Evaluation is a process that helps prevention practitioners discover
> the strengths and weaknesses of their activities so that they can make
> improvements over time. Time spent on evaluations is well spent
> because it allows groups to use money and other resources more
> efficiently in the future. Also, evaluation does not have to be
> expensive or complicated to be useful. Some evaluations can be done at
> little or no cost, and some can be completed by persons who are not
> professional evaluators. Local colleges and universities can be
> sources of professional evaluation support by persons working on
> degrees in sociology, educational psychology, social work,
> biostatistics, public health, and other areas.

**Evaluation Instruments**

> Specially designed data collection tools (e.g., questionnaires, survey
> instruments, structured observation guides) to obtain measurably
> reliable responses from individuals or groups pertaining to their
> attitudes, abilities, beliefs, or behaviors (*Achieving Outcomes*,
> 12/01).

**Experimental Design**

> A research design involving random selection of study subjects, random
> assignment of them to control or intervention groups, and measurements
> of both groups. Measurements are typically conducted before and always
> after the intervention. The results obtained from such studies
> typically yield the most definitive and defensible evidence of an
> intervention\'s effectiveness.

**External Validity**

> External validity is the extent to which outcomes and findings apply
> (or can be generalized) to person, objects, settings, or times other
> than those that were the subject of the study.

**Fidelity**

> Fidellity is the agreement (concordance) between a replicated program
> model or strategy with the specification of the original. On a
> continuum of high to low, where high represents the closest adherence
> to the developer\'s design, it is the degree of fit between the
> developer-defined components of a substance abuse prevention
> intervention and its actual implementation in a given organizational
> or community setting. In operational terms, it is the rigor with which
> an intervention adheres to the developer\'s model.

**Generalizability**

> The extent to which program findings, principles, and models apply to
> other populations and/or settings.

**Government Performance and Results Act of 1993 (GPRA)**

> The purposes of this Act are to improve the confidence of the American
> people in the capability of the Federal Government by systematically
> holding Federal agencies accountable for achieving program results; to
> initiate reform with a series of pilot projects in setting program
> goals, measuring program performance against those goals, and publicly
> reporting on their progress; to improve Federal program effectiveness
> and public accountability by promoting a new focus on results, service
> quality, and customer satisfaction; to help Federal managers improve
> service delivery, by requiring that they plan for meeting program
> objectives and by providing them with information about program
> results and service quality; to improve congressional decision-making
> by providing more objective information on achieving statutory
> objectives and on the relative effectiveness and efficiency of Federal
> programs and spending; and to improve internal management of the
> Federal Government. Agencies must set specific GPRA goals each year
> and report on progress in attaining them. See
> [[http://govinfo.library.unt.edu/npr/library/misc/s20.html]{.underline}](http://govinfo.library.unt.edu/npr/library/misc/s20.html).

**Healthy People 2010**

> Healthy People 2010 is the prevention agenda for the Nation. It is a
> statement of national health objectives designed to identify the most
> significant preventable threats to health and to establish national
> goals to reduce these threats. This agenda was established with a
> great deal of input from public and private organizations and will be
> carefully monitored throughout the present decade. A number of
> prevention goals have been established with respect to substance
> abuse. See:
> [[http://www.health.gov/healthypeople/]{.underline}](http://www.health.gov/healthypeople).

**Impact Evaluation**

> Impact evaluation is a type of outcome evaluation that focuses on the
> broad, long-term impacts or results of program activities. For
> example, an impact evaluation could show that a decrease in a
> community\'s crime rate is the direct result of a program designed to
> provide community policing.

**Incidence**

> The number of new cases of a disease or occurrences of an event in a
> particular time period, usually expressed as a rate, with the number
> of cases as the numerator and the population at risk as the
> denominator. Incidence rates are often presented in standard terms,
> such as the number of new cases per 100,000 population.

**Indicated prevention measure**

> A preventive measure directed to specific individuals with known,
> identified risk factors.

**Indicator**

> An indicator is a substitute measure for a concept that is not
> directly observable or measurable (e.g., prejudice, substance abuse).
> For example, an indicator of \"substance abuse\" could be \"rate of
> emergency room admissions for drug overdose.\" Because of the
> imperfect fit between indicators and concepts, it is better to rely on
> several indicators rather than on just one when measuring this type of
> concept.
>
> A variable that relates directly to some part of a program goal or
> objective. Positive change on an indicator is presumed to indicate
> progress in accomplishing the larger program objective. For example, a
> program may aim to reduce drinking among teens. An indicator of
> progress could be a reduction in the number of drunk driving arrests
> or the number of teens found to be drinking alcohol in clubs.

**In-Kind Contributions**

> In-Kind contributions are materials, equipment, services, and even
> people that are donated to your program efforts. Contributions can be
> equipment such as computers, software or cooking utensils and office
> furniture and supplies. It can also be time, such as a computer
> programmer who donates his or her time. To count as revenue, these
> donations must be quantifiable.

**Intermediate Outcomes**

> In a sequence of changes expected to occur in a science-based program,
> the changes that are measured at program completion. Depending on the
> theory of change guiding the intervention, an intermediate outcome in
> one intervention may be an immediate or a final outcome in another.

**Intervention**

> An intervention is an activity or set of activities to which a group
> is exposed in order to change the group\'s behavior. In substance
> abuse prevention, interventions may be used to prevent or lower the
> rate of substance abuse or substance abuse-related problems.

**Measures**

> The tools used to obtain the information or evidence needed to answer
> a research question. They are similar to indicators, but more concrete
> and specific. Often an indicator will have multiple measures.
> Indicators are statements about what will be measured; measures answer
> the question about exactly how will it be measured.

**Merger**

> A merger is the legal consolidation of two or more organizations into
> one entity.

**Moderating**

> A term that describes a third variable\'s relationship to a dependent
> and an independent variable, in which the third variable partitions
> the independent variable into subgroups that establish its domains of
> maximal effectiveness in regard to the dependent variable. The
> moderator may be qualitative or quantitative, and it affects the
> direction and/or strength of the relation between the independent and
> the dependent variable. Within an ANOVA framework, the moderator
> effect can be represented as an interaction between an independent
> variable and a factor that specifies particular conditions for its
> effect.
>
> Any subjective or objective departure from a state of physiological or
> psychological well-being. (Sickness, illness, and morbid condition are
> synonyms in this sense.) Also, an actuarial determination of the
> incidence and severity of sicknesses and accidents in a well-defined
> class or classes of persons.

**Mortality**

> An actuarial determination of the death rate at each age as determined
> from prior experience

**Multi-Component Program**

> Multi-component program is a prevention program that simultaneously
> uses multiple interventions that target one or more substance abuse
> problems. Programs that involve coordinated multiple interventions are
> likely to be more effective in achieving the desired goals than
> single-component programs and programs that involve multiple but
> uncoordinated interventions.

**Needs Assessment**

> Activities that include surveys of various targeted populations,
> assessment of prevention resources within the state, studies of
> current outcome indicators, geodemographic analyses of social
> marketing data, and household and school surveys. CSAP has supported
> 27 States in various needs assessment activities and methodologies for
> the past 4 years, helping them to target their prevention programming
> dollars by providing sound data on specific populations and localities
> and identifying distribution of particular risk factors.

**Non-Profit Organization**

> A non-profit organization is one that is organized for an educational,
> charitable, cultural, religious, social, or athletic purpose. A
> nonprofit organization can be in business and make money, but any
> profits must be used for the organization\'s objectives and not for
> distribution to members.

**Organizational Effectiveness**

> Having the structures and systems in place to allow an agency to grow,
> adapt, innovate, and take advantage of new opportunities resulting in
> improved internal processes and external outcomes for its clients.

**Outcome**

> The extent of change in targeted attitudes, values, behaviors, or
> conditions between baseline measurement and subsequent points of
> measurement. Depending on the nature of the intervention and the
> theory of change guiding it, changes can be immediate, intermediate,
> final, and longer-term outcomes. For example, changes in attitudes and
> values may be the final outcome of an informational intervention.
> However, changes in attitudes and values may be the immediate outcome
> of a parenting program that builds on those changes to bring about
> changes in communication patterns and other skills (intermediate
> outcomes). Changes in communication patterns would, in turn,
> strengthen middle school children\'s resistance to negative peer
> pressure (intermediate outcome), resulting in a delay in the onset of
> substance use (final outcome).

**Outcome Evaluation**

> A type of evaluation used to identify the results of a program\'s
> effort. It seeks to answer the question, what difference did the
> program make? It yields evidence about the effects of a program after
> a specified period of operation.

**Outcome Measures**

> Assessments that gauge the effect or results of services provided to a
> defined population. Outcomes measures include the consumers\'
> perception of restoration of function, quality of life, and functional
> status, as well as objective measures of mortality, morbidity, and
> health status.

**Participatory Evaluation**

> Participatory evaluation is the process of engaging stakeholders in an
> evaluation effort. (Typical stakeholders - the people most invested in
> the success of a program - include staff, board members, volunteers,
> sister agencies, and funders.) Getting input from your stakeholders at
> all stages of your evaluation effort - from deciding what questions to
> ask, to collecting data, to analyzing data and presenting results - is
> critical to the usefulness and ultimate value of the evaluation. A
> participatory approach to evaluation gets the \"buy-in\" of as many
> stakeholders as possible so that they have a feeling of ownership over
> evaluation results. This helps to create an atmosphere where people
> want to learn about how and why programs are achieving results.

**Partnership**

> A partnership is a relationship where two or more parties, having
> common and compatible goals, agree to work together for a particular
> purpose and/or for some period of time.

**Prevalence**

> The number of all new and old cases of a disease or occurrences of an
> event during a particular time period, usually expressed as a rate,
> with the number of cases or events as the numerator and the population
> at risk as the denominator. Prevalence rates are often presented in
> standard terms, such as the number of cases per 100,000 population.

**Prevention**

> Prevention is a proactive process that empowers individuals and
> systems to meet the challenges of life events and transitions by
> creating and reinforcing conditions that promote healthy behaviors and
> lifestyles. The goal of substance abuse prevention is the fostering of
> a climate in which (a) alcohol use is acceptable only for those of
> legal age and only when the risk of adverse consequences is minimal;
> (b) prescription and over-the-counter drugs are used only for the
> purposes for which they were intended; (c) other abusable substances
> (e.g., aerosols) are used only for their intended purposes; and (d)
> illegal drugs and tobacco are not used at all.

**Prevention Types (Universal, Selected, Indicated)**

> Universal prevention measures are desirable for everyone in the
> eligible population, both general and specific groups. Often such
> measures can be applied without professional advice or assistance. The
> benefits outweigh the risks and costs for everyone. Examples of
> universal prevention include use of seatbelts, a good diet, avoidance
> of smoking, immunization. Selected prevention is desirable only when
> the individual is a member of a subgroup whose risk of becoming ill is
> above average. Subgroups can be based on age, gender, occupation, or
> family history. An example of selective prevention would be
> immunization against yellow fever for some travelers; another is
> breast cancer examinations at young ages for those with a family
> history of breast cancer. Indicated prevention is for persons who have
> a risk factor, condition, or abnormality that places them at high risk
> for future development of the disease. Examples are various screening
> programs for particular diseases such as HIV testing and needle
> exchange programs for injected-drug users.

**Principles of Effectiveness (U.S. Department of Education**

> According to the [[Department of
> Education]{.underline}](javascript:OpenWindowByURL('http://www.acde.org/educate/challenge/archives.htm', 1)),
> to ensure that recipients of Title IV funds use those funds in ways
> that preserve State and local flexibility and are most likely to
> reduce drug use and violence among youth, a recipient shall (1) base
> its programs on a thorough assessment of objective data about the drug
> and violence problems in the schools and communities served; (2) with
> the assistance of a local or regional advisory council where required
> by the SDFSCA, establish a set of measurable goals and objectives and
> design its programs to meet those goals and objectives; (3) design and
> implement its programs for youth based on research or evaluation that
> provides evidence that the programs used prevent or reduce drug use,
> violence, or disruptive behavior among youth; and (4) evaluate its
> programs periodically to assess its progress toward achieving its
> goals and objectives, and use its evaluation results to refine,
> improve, and strengthen its program, and to refine its goals and
> objectives as appropriate.

**Process Evaluation**

> Process evaluation focuses on how a program was implemented and
> operates. It identifies the procedures undertaken and the decisions
> made in developing the program. It describes how the program operates,
> the services it delivers, and the functions it carries out. It
> addresses whether the program was implemented and is providing
> services as intended. However, by additionally documenting the
> program\'s development and operation, it allows an assessment of the
> reasons for successful or unsuccessful performance and provides
> information for potential replication.

**Process Measures**

> Measures of participation, \"dosage,\" staffing, and other factors
> related to implementation. Process measures are not outcomes, because
> they describe events that are inputs to the delivery of an
> intervention

**Program**

> A coordinated set of activities designed to achieve specific
> objectives over a period of time

**Program Evaluation**

> Program evaluation is the systematic collection of information to
> answer important questions about activities, characteristics, and
> outcomes of a program. Evaluation stages include design, data
> collection, data analysis and interpretation, and reporting.

**Promising Program**

> In CSAP\'s terminology, the first of three categories of science-based
> programs on a continuum that concludes with model programs. Promising
> programs are those that have been reasonably good enough for the
> program to qualify as an effective program. CSAP\'s hope is that
> promising programs, through additional refinement and evaluation, will
> evolve into effective and model programs.

**Protective Factors**

> Protective factors are those characteristics that may strengthen
> resilience and thus guard against the occurrence of a particular
> problem.

**Proxy Measures**

> Data that can be used as an indicator \-- an indirect measure of of
> substance use or abuse. In general, multiple indirect measures
> (proxies) are more reliable than a single proxy.

**Public Health Model**

> A model that represents the interactions among the agent, host, and
> environment. In substance abuse prevention, the agent is alcohol or
> drugs or the sources, supplies, and availability of alcohol and drugs.
> Hosts can be seen as the potential and/or active substance users. The
> environment is the social climate that encourages and supports the
> potential and/or actual use of substances. The public health model
> posits that all of these factors must be addressed together for
> prevention to be effective.

**Quantitative Data**

> Quantitative data is numeric information that includes things like
> personal income, amount of time, or a rating of an opinion on a scale
> from 1 to 5. Even things that you do not think of as quantitative,
> like feelings, can be collected using numbers if you create scales to
> measure them. Quantitative data is used with closed-ended questions,
> where users are given a limited set of possible answers to a question.
> They are for responses that fall into a relatively narrow range of
> possible answers.

**Qualitative Data**

> Qualitative data is a record of thoughts, observations, opinions, or
> words. Qualitative data typically comes from asking open-ended
> questions to which the answers are not limited by a set of choices or
> a scale. Examples of qualitative data include answers to questions
> like, how can the program be improved? or What did you like best about
> your experience? -- used only if the user is not restricted by a
> pre-selected set of answers. Qualitative data is best used to gain
> answers to questions that produce too many possible answers to list
> them all or for answers that you would like in the participant\'s own
> words. Qualitative data is more time-consuming to analyze than
> quantitative data.

**Random Sampling**

> Random sampling is a process by which the people in a sample are
> chosen at random from a given population. For example in a population
> of 100 people, everyone can be assigned a unique number, then the
> numbers are put in a hat, and 40 numbers are drawn to choose 40 people
> to be in that sample. These are the people from whom you would collect
> information. In a random sample, all of the people in the population
> have an equal chance of being chosen.

**Resilience**

> Resilience is either the capacity to recover from traumatically
> adverse life events and other types of adversity and achieve eventual
> restoration or improvement of competent functioning or the capability
> to withstand chronic stress and to sustain competent functioning
> despite ongoing stressful and adverse life conditions.

**Risk Factors**

> Risk factors are characteristics associated with potential substance
> abuse problems. However, they are not necessarily the cause of the
> problem.

**Safe and Drug-Free Schools (SDFS)**

> SDFS is the Federal government\'s primary vehicle for reducing drug,
> alcohol and tobacco use, and violence, through education and
> prevention activities in our nation\'s schools to ensure a disciplined
> environment conducive to learning. These initiatives are designed to
> prevent violence in and around schools, and to strengthen programs
> that prevent the illegal use of alcohol, tobacco, and drugs, involve
> parents, and coordinate with related Federal, State, and community
> efforts and resources. The [[Safe and Drug-Free Schools
> Program]{.underline}](http://www.ed.gov/offices/OESE/SDFS) consists of
> two major programs: State Grants for Drug and Violence Prevention
> Programs and National Programs. State Grants is a formula grant
> program that provides funds to State and local education agencies, as
> well as to Governors, for a wide range of school- and community-based
> education and prevention activities. National Programs carries out a
> variety of discretionary initiatives that respond to emerging needs.
> Among these are direct grants to school districts and communities with
> severe drug and violence problems, program evaluation, and information
> development and dissemination.
>
> The Safe and Drug-Free Schools Program (SDFS) of the U.S. Department
> of Education is also launching an expert panel process to identify,
> validate, and recommend to the Secretary of Education those programs
> that should be promoted nationally as promising and exemplary. This
> Expert Panel oversees a valid and reliable process for identifying
> exemplary school-based programs that promote safe, disciplined, and
> drug-free schools. Once programs are designated as exemplary or
> promising, the Department will disseminate information about the
> programs and will encourage their use in new sites. The [[Expert Panel
> initiative]{.underline}](http://www.ed.gov/offices/OESE/SDFS/programs.html)
> is a way of enhancing prevention programming by making schools aware
> of alternative programs that have proven their effectiveness when
> judged against rigorous criteria.

**Science-Based Prevention**

> A process in which experts use commonly agreed-on criteria for rating
> research interventions and come to a consensus that evaluation
> research findings are credible and can be substantiated. From this
> process, a set of effective principles, strategies, and model programs
> can be derived to guide prevention efforts. This process is sometimes
> referred to as research- or evidence-based. Experts analyze programs
> for credibility, utility, and generalizability. Credibility refers to
> the level of certainty concerning the cause and effect relationship of
> program to outcomes. Utility refers to the extent to which the
> findings can be used to improve programming, explain program effects
> or guide future studies. Generalizability refers to the extent to
> which findings from one site can be applied to other settings and
> populations. Definition source:
> [[http://www.ccapt.org/scibase.html]{.underline}](http://www.ccapt.org/scibase.html)
>
> Lists of science-based programs are beginning to appear in CSAP and
> other Internet sites, notably in the Centers for the [[Application of
> Prevention Technologies]{.underline}](http://www.captus.org/).

**Secondary Prevention**

> Prevention activities designed to intervene when risk factors or early
> indicators of substance abuse, such as marital strife or poor school
> performance, are present. This also refers to prevention strategies
> designed to lower the rate of established cases of a disorder or
> illness in the population (prevalence).

**Stakeholders**

> A stakeholder is someone who has a stake in an organization or a
> program. Stakeholders either affect the organization/program or are
> affected by it. Stakeholders include people who staff a program (e.g.,
> management, staff); people who are affected by a program (e.g.,
> clients, their families, and the community); people who contribute to
> a program in other ways (e.g., contributors, funding agencies and
> foundations, volunteers, partner organizations, board members, etc.);
> and people with a vested interest in the program (e.g., politicians,
> neighbors, etc.).

**Strategic Planning**

> A deliberate set of steps that

-   assess needs and resources;

-   define a target audience and a set of goals and objectives;

-   plan and design coordinated strategies with evidence of success;

-   logically connect these strategies to needs, assets, and desired
    outcomes; and

-   measure and evaluate the process and outcomes.

**Strategy**

> Strategies are types of activities (e.g., policy) that can be
> implemented to achieve specific objectives and for which a strong
> evidence base may or may not exist.

**Surveys**

> Surveys are a useful tool for gathering statistical information.
> Surveys are used to get a general idea of a situation, to generalize
> about a population. or to get a total count of the aspects concerning
> a group of people. The information gathered is limited and easier to
> analyze and offers little or no explanation about the reasons behind
> the results. Surveys are useful for evaluations that deal with things
> other than the success of the program (e.g., If an evaluation is in
> part to identify barriers to participating in the program, questions
> on a survey may ask about access to transportation, childcare, etc.).
> A census is an example of a survey.

**Tertiary Prevention**

> Intervention, also known as treatment, that seeks to address symptoms
> of substance abuse and prevent further problems. It also refers to
> strategies designed to decrease the amount of disability associated
> with an existing disorder or illness.

**Universal Prevention Measure**

> A preventive measure directed to a general population or general
> subsection of the population not yet identified on the basis of risk
> factors, but for whom prevention activity could reduce the likelihood
> of problems developing.

**Wraparound Services**

> Services that address consumers\' total healthcare needs in order to
> achieve health or wellness. These services \"wrap around\" core
> clinical interventions, usually medical. Typical examples include such
> services as financial support, transportation, housing, job training,
> specialized treatment, or educational support

[^1]: Excerpted from Partners for Substance Abuse Prevention, a
    SAMHSA/CSAP sponsored program website at
    <http://preventionpartners.samhsa.gov/resources_glossary_p2.asp>