About Central CAPT

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The Central Center for the Application of Prevention Technologies (CAPT)
is administered by the Minnesota Institute of Public Health with funding
provided through a grant from the U.S. Department of Health and Human
Services, Substance Abuse and Mental Health Services Administration,
Center for Substance Abuse Prevention (CSAP).

The fundamental mission of Central CAPT and the national CAPT system is
to bring research to practice. The CAPT system is designed to work with
States and local communities, policymakers and local leaders, agencies
and task forces to apply science-based prevention technology that works.
The process of transferring proven research to daily application
involves taking knowledge and packaging it into practical, user-friendly
formats, and facilitating its adoption in the field.

[www.captus.samhsa.gov/central/central.cfm](http://www.captus.samhsa.gov/central/central.cfm)

**Services**

CSAP\'s Central CAPT works with state level agencies, SIG
sub-recipients, and communities (on a limited basis) to build capacity
to move effective prevention into practice.

The training and technical assistance listed below are some examples of
how Central CAPT accomplishes this goal. If you are interested in
accessing these services or would like more information, contact:

*Sherri Lincoln*

*(763) 427-5310 or 1-800-782-1878*

She will be happy to assist you or refer you to the correct staff member
to help meet your needs.

**Trainings**

Approaches to Prevention Evaluation

Coalition Building

Prevention Specialists Role in Working with Faith Communities

Social Marketing Training

Substance Abuse Prevention Specialist

Using the Internet

Walking the Talk: A Program for Parents about ATOD Facilitator\'s
Training

Youth as Leaders / Youth-led Prevention: What\'s Effective

Youth Tobacco Prevention Policies & Programs in Schools and Communities

**Technical Assistance**

Implementation of Model Programs

Coordination of Congregational Team Trainings

Strategic Planning & Facilitation

Evaluation Consultation and Services

**Other Services Provided by CSAP\'s Central CAPT**

-   Technical Assistance via phone or email.

-   CAPT display and educational and promotional materials

-   Assistance with other specialized training

***Evidence Based Prevention Implementation Strategies***

Specific research based strategies have been identified as efforts that
individuals and communities may utilize for effective prevention work.
The strategies below are categorized by definition, example, and
research findings.

**Strategy: Information Dissemination**

**Definition:** This strategy focuses on building awareness and
knowledge through one way communication about the nature and extent of
mental health issues.

**Examples**

-   Print and electronic media

-   Newsletters

-   Clearing houses and other information resource centers

-   Resource directories

-   Brochures and other publications

-   Speakers

-   Information booths and displays

-   Information and resource lines

-   Web-based resources

**Research Findings**

-   Educational programming regarding alcohol, tobacco, and other drugs
    can increase knowledge regarding the hazards of substance use and
    aid in the development of negative attitudes toward alcohol,
    tobacco, and other drug use.

-   Programs that involve booster sessions help youth maintain skills
    over longer periods of time.

-   Workplace programs for drug-free workplace policies can increase
    community awareness of drug abuse issues.

-   Information dissemination campaigns should be viewed as
    complementary to more, intensive and interactive prevention
    approaches. Effective use of the media is primarily demonstrated
    when the intervention is combined with other prevention strategies
    (e.g., education, enforcement of existing laws).

-   Effective use of the mass media to change substance-related
    knowledge, behavior, and attitudes relies on creating messages that
    appeal to youth\'s motives for using substances or perceptions of
    substance use, for example, the perception of risk associated with a
    particular substance.

-   Effective use of the mass media requires paying for television and
    radio \"spots\" in choice air times, when youth are more likely to
    be viewing or listening. Public Service Announcements can enhance
    any media campaign but by themselves are unlikely to have an impact
    on youth if they air at times when few youth are tuning in.

-   Media campaigns should allow for the different viewing habits of
    younger and older adolescents, utilizing radio and television
    appropriately. Effective use of the mass media must also recognize
    the interests of youth vary depending on age and gender, so that the
    images and sounds should resonate with the target audience.

-   Youth-oriented mass media campaigns are more effective if they avoid
    the use of authority figures and exhortations. Focus group research
    indicates that overbearing messages are likely to lose the target
    audience.

**Strategy: Alternatives**

**Definition:** Strategies that focus on providing opportunities for
positive behavior, reducing risk and/or reinforcing protective factors.

**Examples**

-   Social and recreational prevention

-   Youth led prevention

-   Youth and adult leadership services

-   Community service/service learning

-   Mentoring programs

-   Cultural programs

-   Community events

-   Community drop-in center activities

**Research Findings**

-   Alternatives should be part of a comprehensive prevention plan that
    includes other strategies with proven effectiveness. Environmental
    strategies that reduce the availability of alcohol, tobacco, and
    drugs appear to be among the more effective strategies.

-   The appropriateness and effectiveness of alternatives depends in
    part on the target group. Some research indicates that alternatives
    are more likely to be effective with high-risk youth who may not
    have adequate adult supervision or access to a variety of activities
    and who have few opportunities to develop the kinds of personal
    skills needed to avoid behavioral problems.

-   The effectiveness of alternatives approaches depends on the nature
    of the alternatives offered. Clearly, if the alternative activity
    offered is not attractive or appropriate to the target group, it
    will not garner participation. Recently, preventionists have
    involved youth in the development of alternatives programs.

-   Community service has been related to increased sense of well being
    and more positive attitudes toward people, the future, and the
    community and allows youth to \"give back\" to their community.

-   Mentoring programs provide youth with structured time with adults
    and are related to reductions in substance use and to increases in
    positivity toward others, the future, and school. Also,
    participation in these programs is related to increased school
    attendance:

-   The more highly involved the mentor, the greater the positive
    results.

-   These programs have broader effects than just on the youth because
    they involve other community members (such as, elder community
    members).

-   Provision of organized recreation/cultural activities by community
    agencies can decrease substance use and delinquency by providing
    both drug-free alternatives and monitoring and supervision of
    children.

-   More intensive programs that include a variety of approaches seem to
    be most effective. Not surprisingly, meta-analyses, as well as
    individual evaluations, find that those programs that provide
    intensive interventions, including many hours of involvement in the
    program and related services, are most effective.

-   Alternatives can be part of a comprehensive prevention effort in a
    community, serving to establish strong community norms against
    misuse of alcohol and use of illicit drugs. While one-shot community
    events may not, in themselves, change the behavior of participants,
    these events can serve as strong community statements that support
    and celebrate a no-use norm. These events also draw public and media
    attention to alcohol and drug issues and therefore increase
    awareness and support for other important prevention efforts. For
    these alternative activities to be truly effective, however, they
    must be viewed not as ends in themselves, but rather as a component
    of an integrated, comprehensive prevention strategy.

**Strategy: Education**

**Definition:** Such strategies involve two-way communication with the
intent of changing knowledge, attitudes and/or behaviors focused
primarily on decision making and judgment abilities.

**Examples**

-   Classroom and small group

-   Parenting and family education/skills training

-   Peer leader and peer education programs

-   Education programs for youth/adult groups

-   Educational support groups

-   After school programs

-   Mentoring programs

-   eLearning

-   Workshops/conferences

**Research Findings**

-   Traditional education about harms and risks associated with
    substance use and abuse cannot, by itself, produce measurable and
    long-lasting changes in substance abuse-related behavior and
    attitudes. Educational approaches that combine the conveyance of
    information about the harms of substance abuse with the fostering of
    skills (problem solving, communication) and promoting protective
    factors have been shown to be more effective.

-   Didactic approaches are among the least effective educational
    strategies. Research suggests that interactive approaches engaging
    the target audience are more effective. These approaches include
    cooperative learning, role-plays, and group exercises.

-   Educational interventions for youth that are peer led or include
    peer-led components are more effective. Peer-led programs tend to
    require extensive prior instruction for peer educators, however.

-   Intensively implemented educational programs with youth appear to be
    more effective. These types of programs usually last an academic
    year or longer and may involve booster sessions one to several years
    after the original intervention.

-   Social skills training programs target many risk factors across many
    domains (e.g., individual, family, peer, school) and are related to
    reductions in the onset and communication of substance use and
    improvements in communication and goal setting.

-   Programs that involve booster sessions help youth maintain skills
    over longer periods of time. Comprehensive programs designed to last
    over longer periods of time can result in broader and longer gains.

-   Programs that involve interactive teaching where students can
    actually practice newly acquired skills (e.g., role-play) are
    beneficial.

-   These programs can take place in any environment, so this type of
    programming is transferable. For instance, social skills can be
    taught via in-school curricula, individual therapy, after-school
    mentoring, etc.

-   Research shows that educational approaches targeting the family
    (parents and children) and school-based approaches involving parents
    or complementing student-focused curricula can be effective in
    prevention adolescent substance use.

-   Parent and family skills training has had positive effects on
    measures related to knowledge, parenting skills, communication
    skills, problem-solving skills, child-management skills, parenting
    satisfaction, and coping skills. Also, these programs have been
    shown to decrease parental stress, family conflict, and substance
    abuse, and improve parent-child bonding and cohesion, and attitudes
    toward and acceptance of children. For children and youth, positive
    outcomes have included increases in pro-social behavior and
    decreases in hyperactivity, social withdrawal, aggression, and
    delinquency.

-   Programs with two sets of workshops that work to improve parent
    skills along with adolescent skills have positive outcomes for both
    parents and youth.

-   Programs that involve sessions where parents and youth learn and
    practice skills both separately and together are also beneficial.

-   Videotaped training and education can be effective and
    cost-efficient.

-   Providing meals, childcare (for non-target children), and
    transportation encourages family participation.

**Strategy: Community Based Process**

**Definition:** Procedures that enhance the ability of the community to
provide prevention services.

**Examples**

-   Community and volunteer training

-   Strategic planning

-   Capacity building activities

-   Multi-agency coordination and collaboration

-   Accessing services and funding

-   Community team building

-   Coalition building

-   Technical assistance

-   Focus groups

-   Surveys

-   Training/workforce development

**Research Findings**

-   Community partnerships can be effective in eliciting change both at
    the systems level and at the individual behavior level.

-   Characteristics of successful partnerships include:

    -   A vision of the partnership\'s objective

    -   Committed partnership members

    -   Participation of groups from all parts of the community

    -   Extensive prevention activities that reach a large number of
        individuals

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-   Multi-agency activities can increase coordination of efforts between
    public and private agencies, and between law enforcement and service
    providers.

-   Groups can work together to secure funding for substance use
    prevention programming efforts.

-   Inter-agency coordination can increase access to and quality of
    prevention and treatment services.

-   Active/mobilized communities have shown clear decreases in alcohol,
    tobacco, and other drug use and changes in perceived norms about
    substance use. In addition these communities have improved
    perceptions of neighborhood quality by environmental changes such
    as, closing crack houses, removing billboards for alcohol and
    tobacco, etc.

-   Provision of constructive activities for youth can reduce/prevent
    substance use and delinquency, and increase cultural pride and
    coping skills.

-   Community-based coalitions should begin with a clear understanding
    of their purpose.\
    Prevention-oriented coalitions can aim to improve the nature and
    delivery of services to a community (comprehensive service
    coordination), generate community activism to address
    substance-related problems (community mobilization), or both
    (community linkage). Clarity of purpose will facilitate coalition
    development and, ultimately, coalition success.

-   Coalition membership must be appropriate to the shared purpose and
    plan for action. If comprehensive service coordination is the task,
    organization leaders need to be involved, especially if an
    organization is expected to be a key contributor to a particular
    intervention. If community mobilization is the task, grassroots
    activists and community citizens must be involved. Community linkage
    coalition models require a mix of both types of community members.
    This results in diverse expectations and operating assumptions for
    the coalition that must be resolved in order to avoid conflict and
    role confusion.

-   Active membership participation depends on meeting the needs of
    members. Community leaders and professionals seek accomplishments
    related to their organizational interests and receive rewards
    through the organizational aspects of the coalition and through the
    distribution of resources. Citizen activists and members seek a
    useful application of their time and receive rewards from
    participation in program activities and not in activities related to
    organizational maintenance.

-   Appropriate organization can facilitate collective action.
    Coalition-based community interventions tend to devote a lot of
    energy, at least initially, on developing organizational structure
    and procedures (committees, task forces, roles, responsibilities).
    Experience indicates that elaborate committee structures are not
    productive and sometimes are counterproductive. Committees or task
    forces with specific purposes or responsibility for specified
    programmatic activity sustain higher membership.

-   Leadership is essential and can take different forms. Effective
    leadership may reside with a dynamic or visionary individual. But
    one problem associated with this type of leadership is that it is
    not transferable. Well-functioning coalitions often create
    opportunities for satisfying and effective participation of members
    resulting in a \"leadership of ideas\" demonstrated in a
    well-articulated plan of action.

-   Planning is critical and should be adapted to the coalition\'s
    purpose, organization, and membership. A coalition must begin with a
    clear understanding of the substance-related problems it seeks to
    change. Information about these problems should be validated through
    available empirical evidence. Coalition-generated needs assessments
    are often difficult to conduct or, due to an absence of resources
    and/or skills, poorly implemented. Once outcome-based objectives are
    set, specific action plans can be developed.

-   Voluntary coalitions should implement proven effective strategies.
    Community-based approaches are based, in part, on a deep
    appreciation for local involvement and authority, in choosing and
    carrying our collective action. This philosophy is embodied by the
    concept \"empowerment,\" and while this \"paradigm shift\" in
    prevention is important, it should not result in barriers to
    effective coalition action. Research has identified the more
    effective prevention approaches, and this knowledge must be
    utilized.

-   Facilitating community-based collective action requires appropriate
    roles for paid staff. Paid coalition staff operates more effectively
    as resource providers and facilitators rather than as direct
    community organizers. Paid staff can fill essential clerical,
    coordination, and communications functions that provide the glue to
    hold diverse coalitions together. Paid staff can also provide
    leadership through expertise in strategies and programmatic
    activities that will further the coalition goals.

-   Coalition-based community processes must approach their strategies
    and programmatic actions from an outcome-based perspective and must
    be ready to make adjustments to the plan of action in order to meet
    these outcome-based goals. The effectiveness of community-based
    processes is not a reflection of coalition\'s organizational
    structure or design. It is a function of strategies and activity. If
    the intervention appears to be ineffective, changes and adjustments
    in the coalition\'s action plan, not its organizational structure,
    are required.

-   Clear purpose, appropriate planning and commitment to results will
    produce effective collective action. Community-based processes will
    break the traditional bounds of organizational inertia and pathology
    only if the primacy of purpose is recognized and an action strategy
    is shaped by research-based findings on effective interventions.

**Strategy: Environmental**

**Definition:** Activities designed to modify systems in order to
mainstream prevention through formal and informal policies and law.

**Examples**

-   Establish and review school policies

-   Technical assistance to communities

-   Review and modification of organizational practices

-   Establishing policies/community norms that promote mental health

-   Changing environmental codes, ordinances, regulations and
    legislation

**Research Findings**

-   Increasing the price of alcohol and tobacco through excise taxes is
    an effective strategy for reducing consumption, both prevalence of
    use and amount consumed by users. It can also reduce various
    alcohol-related problems, including motor vehicle fatalities;
    driving while intoxicated, rapes, and robberies; cirrhosis
    mortality; and suicide and cancer death rates (Sloan, Reilly &
    Schenzler, 1994). However, efforts to drive up the price of illicit
    drugs through law enforcement efforts (source-country crop
    destruction, interdiction, and disruption of distribution networks)
    have been relatively ineffective in reducing drug sales.

*Minimum Purchase Age Interventions*

-   Increasing the minimum purchase age for alcohol to age 21 has been
    effective in decreasing alcohol use among youth, particularly beer
    consumption and reducing alcohol-related traffic crashes. It is
    associated with reductions in other alcohol-related problems,
    including deaths resulting from suicide, pedestrian injuries, and
    other unintentional injuries; youth homicide; and vandalism.
    Outcomes related to minimum purchase age laws for tobacco are not
    known because such laws have only recently begun to be enforced.

-   Enforcement of minimum purchase age laws against selling alcohol and
    tobacco to minors using undercover buying operations (also known as
    \"decoy\" or \"sting\" operations) can substantially increase the
    proportion of retailers who comply with such laws. Undercover buying
    operations conducted by community groups that provide positive and
    negative feedback to merchants are also effective in increasing
    retailer compliance.

-   More frequent enforcement operations lead to greater reductions in
    retailer noncompliance.

-   \"Use and lose\" laws, which allow for the suspension of the
    driver\'s license of a person under 21 years of age following a
    conviction of any alcohol or drug violation (e.g., use, possession,
    or attempt to purchase with or without false identification), are an
    effective means for increasing compliance with minimum purchase age
    laws among youth. Penalties should be swift, certain, and
    meaningful. Penalties should not be too harsh, however, since
    severity is not related to their effectiveness and, if too severe,
    law enforcement and judicial officers may refuse to apply them.

-   Community awareness and media efforts can be effective tools for
    increasing perceptions regarding the likelihood of apprehension and
    punishment and can reduce retailer noncompliance. They also offer a
    means for changing social norms to be less tolerant of sales to and
    use by minors and for decreasing the costs of law enforcement
    operations.

*Deterrence Interventions*

-   Deterrence laws and policies for impaired driving have been
    effective in reducing the number of alcohol-related traffic crashes
    and fatalities among the general population and particularly among
    youth.

-   Reducing the legal BAC limit to .08 or lower in criminal per se laws
    has been shown to reduce the level of impaired driving and
    alcohol-related crashes.

-   Enforcement of impaired driving laws is important to deterrence
    because it serves to increase the public\'s perceptions of the risks
    of being caught and punished for driving under the influence of
    alcohol.

-   Law enforcement efforts to detect and arrest drinking drivers
    include sobriety checkpoints, which do not result in high levels of
    detection of drinking drivers, and passive breath sensors that allow
    police officers to test a driver\'s breath without probable cause
    and substantially increase the effectiveness of sobriety
    checkpoints.

-   In terms of penalties for impaired driving, administrative license
    revocation, which allows for confiscation of the driver\' license by
    the arresting officer if a person is arrested with an illegal BAC or
    if the driver refuses to be tested, has been shown to reduce the
    number of fatal traffic crashes and recidivism among DUI offenders.
    Actions against vehicles and tags have been mostly applied to
    multiple DUI offenders, with some preliminary evidence that they can
    lead to significant decreases in recidivism and overall impaired
    driving.

-   Impaired driving policies targeting underage drivers (particularly
    zero tolerance laws setting BAC limits at .00 to.02 percent for
    youth and graduated driving privileges, in which a variety of
    driving restrictions are gradually lifted as the driver gains
    experience (and maturity) have been shown to significantly reduce
    traffic deaths among young people.

*Interventions addressing location and density of retail outlets*

-   Limitations on the location and density of retail outlets may help
    contribute to reductions in alcohol consumption, traffic crashes,
    and certain other alcohol-related problems, including cirrhosis
    mortality, suicide, and assaultive offenses.

-   With respect to illicit drugs, neighborhood anti-drug strategies,
    such as citizen surveillance and the sue of civil remedies,
    particularly nuisance abatement programs, can be effective in
    dislocating dealers and reducing the number and density of retail
    drug markets and possibly other crimes and signs of physical
    disorder within small geographical areas.

*Restrictions on use*

-   Restrictions on use in public places and private workplaces (also
    known as \"clean indoor air laws\") have been shown to be effective
    in curtailing cigarette sales and tobacco use as both lower smoking
    prevalence and lower average daily cigarette consumption among
    adults and youth. Additional benefits of clean indoor air laws are
    that they reduce nonsmokers\' exposure to cigarette smoke and they
    help to alter norms regarding the social acceptability of smoking.

-   The effects of restrictions on alcohol use have not been
    systematically evaluated.

*Server-oriented interventions*

-   With respect to alcohol, server-training programs have been found to
    affect beliefs and knowledge, with mixed findings of impacts on
    server practices and traffic safety measures. Retailer education for
    tobacco merchants has led to relatively small, short-term reductions
    in sales to minors.

-   When server training is combined with enforcement of laws (against
    service to intoxicated patrons, against sales to minors), training
    programs are much more effective in producing changes in
    selling/serving practices.

-   Education and training programs are important to teach servers about
    laws, the penalties for violation, how to recognize signs of
    intoxication and false identification, and how to refuse sales, but
    they generally are not sufficient when used alone to produce
    substantial and sustained shifts in compliance with laws.

*Counter-advertising*

-   Counter-advertising campaigns that disseminate information about the
    hazards of a product or the industry that promotes it may help
    reduce cigarette sales and tobacco consumption. The limited research
    on alcohol warning labels suggests they may affect awareness and
    attitudes and intentions regarding drinking but do not appear to
    have had a major influence on behavior. Studies have suggested that
    more conspicuous labels would have a greater effect on awareness and
    behavior.

-   

**Strategy: Problem Identification and Referral**

**Definition:** Refers to intervention-oriented prevention services that
target indicated populations to address the earliest indications of a
mental health problem.

**Examples**

-   Student assistance

-   Screening and referral

-   Service coordination

-   Support groups

-   Mentoring services

-   Insight services

-   Rick reduction services

**Research Findings**

-   Before implementing this type of strategy, planners should obtain
    accurate estimates of the numbers of youth whose substance abuse
    patterns justify intervention services. These estimates must begin
    with an acknowledgment of the multidimensional nature of youth
    substance abuse patterns: patterns that include experimental use
    that does not progress to abuse or problem behavior. Ultimately,
    these estimates are needed to answer basic questions concerning the
    relative emphasis that should be placed on problem identification
    versus other prevention approaches.

-   Incorporating problem identification and referral into prevention
    programs ensures youth who may already be using at the time of the
    prevention effort will receive the appropriate treatment to meet
    their needs.

-   Providing transportation to appropriate treatment programs
    encourages youth to participate (e.g., Alcoholics Anonymous, etc.)

-   Problem identification and referral programs should not ignore the
    relationship between substance use and a variety of other adolescent
    health problems such as mental health problems, family problems,
    early and unwanted pregnancies, sexually transmitted diseases,
    school failure, and delinquency. This clustering of problems will
    greatly shape the identification of desired program effects.

-   Program planners should be aware that early identification programs
    could pose risks to the youth involved. Early identification
    programs target specific individuals for participation and are more
    intensive in nature than prevention efforts that are directed to the
    general adolescent population. The labeling associated with this
    prevention strategy may increase the probability of future deviance.
    Another risk may result from exposing youth whose patterns of use
    may be only experimental to youth with more problematic substance
    abuse and other deviant behaviors.

-   Rigorous research on the effectiveness of this prevention strategy
    limits the degree to which additional implementation guidance can be
    offered. Research on brief interventions with the general population
    in health care settings (e.g., tobacco cessation and reducing
    problem drinking programs delivered in dental and primary care
    practices) has produced positive results in randomized controlled
    studies. The application of brief interventions to children and
    adolescents appears promising. In addition:

-   Family therapy has been shown to be an effective resource for
    improving family functioning, increasing parenting skills, and
    decreasing recidivism of juvenile offenders.

-   Family therapy can serve as one part of a multi-component prevention
    effort.

-   It is not clear if family clinical therapy is as effective with
    young children as with adolescents. Younger children have less
    severe behavior problems than adolescents do and much of the
    research on family therapy has focused on juvenile offenders.

> \****NOTE:** Many prevention funding agencies limit the level of
> activity in this area due to restrictions on the dollars. Please check
> with your funding agency before implementing a problem identification
> and referral strategy*. *The research excerpts taken from
> Science-Based Practices in Substance Abuse Prevention: A Guide (Center
> for Substance Abuse Prevention, draft - Sept. 1998) summarizes
> research in the area of alternatives.*

**Prevention Platform Technical Assistance**

http://preventionplatform.samhsa.gov/

  -----------------------------------------------------------------------
  **Assessment Tool**

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  This tool will help you to assess prevention needs and determine the
  appropriate focus of your prevention project in order to reduce risks
  and increase protective assets.

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|   -- ----- -----------------------                                    |
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|      1\.   [**[Community                                              |
|            geographics]{.underl                                       |
| ine}**](http://preventionplatform.samhsa.gov/macro/csap/tools/prevent |
| ion.cfm?sect_id=1&topic_id=1&CFID=421840&CFTOKEN=60320600&pageID=15)\ |
|                                                                       |
| Describe your project\'s community, define the geographic boundaries. |
|                                                                       |
|      2\.   [**[Indicator                                              |
|            data]{.underl                                              |
| ine}**](http://preventionplatform.samhsa.gov/macro/csap/tools/prevent |
| ion.cfm?sect_id=1&topic_id=1&CFID=421840&CFTOKEN=60320600&pageID=16)\ |
|            Select indicators and retrieve indicator data.             |
|                                                                       |
|      3\.   [**[Community                                              |
|            demographics]{.underl                                      |
| ine}**](http://preventionplatform.samhsa.gov/macro/csap/tools/prevent |
| ion.cfm?sect_id=1&topic_id=1&CFID=421840&CFTOKEN=60320600&pageID=24)\ |
|                                                                       |
|   Define your project\'s priority population, select outcome domains. |
|                                                                       |
|      4\.   [**[Risk and protective                                    |
|            factors]{.underl                                           |
| ine}**](http://preventionplatform.samhsa.gov/macro/csap/tools/prevent |
| ion.cfm?sect_id=1&topic_id=1&CFID=421840&CFTOKEN=60320600&pageID=21)\ |
|            Choose risk and protective factors for your project.       |
|                                                                       |
|      5\.   [**[Assessment                                             |
|            report]{.underl                                            |
| ine}**](http://preventionplatform.samhsa.gov/macro/csap/tools/prevent |
| ion.cfm?sect_id=1&topic_id=1&CFID=421840&CFTOKEN=60320600&pageID=23)\ |
|                                                                       |
|       View and print a report of the work you have done in this tool. |
|   -- ----- -----------------------                                    |
| --------------------------------------------------------------------- |
| --------------------------------------------------------------------- |
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  **Capacity Tool**

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  This tool will help you to document your existing resources.

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|   -- ----- ----------------------                                     |
| --------------------------------------------------------------------- |
| --------------------------------------------------------------------- |
|      1\.   [**[Identify                                               |
|            resources]{.underl                                         |
| ine}**](http://preventionplatform.samhsa.gov/macro/csap/tools/prevent |
| ion.cfm?sect_id=1&topic_id=2&CFID=421840&CFTOKEN=60320600&pageID=25)\ |
|            Asses                                                      |
| s your human and material resources, review strengths and weaknesses. |
|                                                                       |
|      2\.   [**[Funding]{.underl                                       |
| ine}**](http://preventionplatform.samhsa.gov/macro/csap/tools/prevent |
| ion.cfm?sect_id=1&topic_id=2&CFID=421840&CFTOKEN=60320600&pageID=26)\ |
|            Document your funding sources.                             |
|                                                                       |
|      3\.   [**[Capacity                                               |
|            report]{.underl                                            |
| ine}**](http://preventionplatform.samhsa.gov/macro/csap/tools/prevent |
| ion.cfm?sect_id=1&topic_id=2&CFID=421840&CFTOKEN=60320600&pageID=27)\ |
|                                                                       |
|       View and print a report of the work you have done in this tool. |
|   -- ----- ----------------------                                     |
| --------------------------------------------------------------------- |
| --------------------------------------------------------------------- |
+-----------------------------------------------------------------------+

  -----------------------------------------------------------------------
  **Planning Tool**

  -----------------------------------------------------------------------

  -----------------------------------------------------------------------
  This tool will help you gain access to a wealth of resources online, so
  that you can find what you need for your particular prevention project.
  You will be able to access the NREP database, CAPT databases, and
  program information from other federal agencies.

  -----------------------------------------------------------------------

+-----------------------------------------------------------------------+
|   -- ----- --------------------                                       |
| --------------------------------------------------------------------- |
| --------------------------------------------------------------------- |
|      1\.   [**[Create your                                            |
|            plan]{.underl                                              |
| ine}**](http://preventionplatform.samhsa.gov/macro/csap/tools/prevent |
| ion.cfm?sect_id=1&topic_id=3&CFID=421840&CFTOKEN=60320600&pageID=28)\ |
|            Determine the costs, adaptation, staffing, a               |
| nd training needs for fitting the effective programs to your project. |
|                                                                       |
|      2\.   [**[Select programs and                                    |
|            practices]{.underl                                         |
| ine}**](http://preventionplatform.samhsa.gov/macro/csap/tools/prevent |
| ion.cfm?sect_id=1&topic_id=3&CFID=421840&CFTOKEN=60320600&pageID=30)\ |
|            Identify programs and practices for use in your project.   |
|                                                                       |
|      3\.   [**[Goodness of                                            |
|            fit]{.underl                                               |
| ine}**](http://preventionplatform.samhsa.gov/macro/csap/tools/prevent |
| ion.cfm?sect_id=1&topic_id=3&CFID=421840&CFTOKEN=60320600&pageID=31)\ |
|            Assess                                                     |
| the goodness of fit of policies, practices, strategies, and programs. |
|                                                                       |
|      4\.   [**[Planning                                               |
|            report]{.underl                                            |
| ine}**](http://preventionplatform.samhsa.gov/macro/csap/tools/prevent |
| ion.cfm?sect_id=1&topic_id=3&CFID=421840&CFTOKEN=60320600&pageID=36)\ |
|                                                                       |
|       View and print a report of the work you have done in this tool. |
|   -- ----- --------------------                                       |
| --------------------------------------------------------------------- |
| --------------------------------------------------------------------- |
+-----------------------------------------------------------------------+

  -----------------------------------------------------------------------
  **Implementation Tool**

  -----------------------------------------------------------------------

  -----------------------------------------------------------------------
  If you have not yet completed the Assessment, Capacity, and Planning
  tools, you may be premature in choosing to use the Implementation Tool
  at this time. If you have completed these tools the system can now
  access this information and enhance your ability to plan, refine, and
  implement your project.

  -----------------------------------------------------------------------

+-----------------------------------------------------------------------+
|   -- ----- -----------------                                          |
| --------------------------------------------------------------------- |
| --------------------------------------------------------------------- |
|      1\.   [**[Track your                                             |
|            plan]{.underl                                              |
| ine}**](http://preventionplatform.samhsa.gov/macro/csap/tools/prevent |
| ion.cfm?sect_id=1&topic_id=4&CFID=421840&CFTOKEN=60320600&pageID=37)\ |
|            Track the status of your project plan.                     |
|                                                                       |
|      2\.   [**[Implementation                                         |
|            Issues]{.underl                                            |
| ine}**](http://preventionplatform.samhsa.gov/macro/csap/tools/prevent |
| ion.cfm?sect_id=1&topic_id=4&CFID=421840&CFTOKEN=60320600&pageID=38)\ |
|            Indicate potential barriers and facilitating factors.      |
|                                                                       |
|      3\.   [**[Implementation                                         |
|            report]{.underl                                            |
| ine}**](http://preventionplatform.samhsa.gov/macro/csap/tools/prevent |
| ion.cfm?sect_id=1&topic_id=4&CFID=421840&CFTOKEN=60320600&pageID=39)\ |
|                                                                       |
|       View and print a report of the work you have done in this tool. |
|   -- ----- -----------------                                          |
| --------------------------------------------------------------------- |
| --------------------------------------------------------------------- |
+-----------------------------------------------------------------------+

**Evaluation**

+---+------------------------------------------------------------------+
| ! | **Evaluation Tools**                                             |
| [ |                                                                  |
| ] |                                                                  |
| ( |                                                                  |
| m |                                                                  |
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| 8 |                                                                  |
| i |                                                                  |
| n |                                                                  |
| " |                                                                  |
| } |                                                                  |
+---+------------------------------------------------------------------+
|   | ![](media/image3.png){width="8.333333333333333e-2in"             |
|   | height="0.12569444444444444in"}[**[Evaluation                    |
|   | Tool]{.underline                                                 |
|   | }**](http://preventionplatform.samhsa.gov/macro/csap/tools/preve |
|   | ntion.cfm?sect_id=1&topic_id=5&CFID=421840&CFTOKEN=60320600)   \ |
|   | Create your evaluation design and identify data collection       |
|   | strategies.                                                      |
+---+------------------------------------------------------------------+
| T | ![](media/image3.png){width="8.333333333333333e-2in"             |
| o | height="0.12569444444444444in"}[**[Database                      |
| p | Builder]{.underline}**](http://preventionplatform.sa             |
| o | mhsa.gov/macro/csap_dss_files/tool_builder_redesign/dbb.cfm?sect |
| f | _id=1&topic_id=5&indv_proj_id=&CFID=421840&CFTOKEN=60320600)   \ |
| F | Manages large multi-level data collection projects such as       |
| o | statewide systems. Learn about this tool and try out a working   |
| r | demo.                                                            |
| m |                                                                  |
|   | Bottom of Form                                                   |
|   |                                                                  |
+---+------------------------------------------------------------------+
| T | ![](media/image3.png){width="8.333333333333333e-2in"             |
| o | height="0.12569444444444444in"}[**[Measures and Instruments      |
| p | Resource]{.underline}**](http://prev                             |
| o | entionplatform.samhsa.gov/macro/csap/MIR_Search_Create/redesign/ |
| f | mir_home.cfm?sect_id=1&topic_id=0&CFID=421840&CFTOKEN=60320600)\ |
| F | Contains SAMHSA\'s National Outcome Measures for substance abuse |
| o | prevention, substance abuse treatment, and mental health         |
| r | treatment. Browse and select from other measures and instruments |
| m | related to substance abuse and other health and community        |
|   | issues.                                                          |
|   |                                                                  |
|   | Bottom of Form                                                   |
+---+------------------------------------------------------------------+
| T | ![](media/image3.png){width="8.333333333333333e-2in"             |
| o | height="0.12569444444444444in"}[**[Minimum Data Set              |
| p | (MDS)]{.underline}**](http://preventionplatform.sa               |
| o | mhsa.gov/macro/csap_dss_files/tool_builder_redesign/mds.cfm?sect |
| f | _id=1&topic_id=5&indv_proj_id=&CFID=421840&CFTOKEN=60320600)   \ |
| F | Manages the collection of process evaluation data for large      |
| o | multi-level projects such as statewide systems. Learn about this |
| r | tool and try out a working demo.                                 |
| m |                                                                  |
|   | Bottom of Form                                                   |
|   |                                                                  |
+---+------------------------------------------------------------------+
| T | ![](media/image3.png){width="8.333333333333333e-2in"             |
| o | height="0.12569444444444444in"}[**[Service and Activity Tracking |
| p | Tool]{.underline}**](http://preventionplatform.samhs             |
| o | a.gov/macro/csap/Serv_Act_Tool/mds_dss/start.cfm?sect_id=1&topic |
| f | _id=5&indv_proj_id=&CFID=421840&CFTOKEN=60320600&user_id=17661)\ |
| F | Ready to use immediately, this tool manages the collection of    |
| o | basic process evaluation data (like the MDS tool) in             |
| r | community-level settings.                                        |
| m |                                                                  |
|   | Bottom of Form                                                   |
|   |                                                                  |
+---+------------------------------------------------------------------+

**SPF -- State and Local issues**

+---------------------------------+------------------------------------+
| **Assessment**                  |                                    |
+---------------------------------+------------------------------------+
| **State**                       | **Local**                          |
+---------------------------------+------------------------------------+
| Determine what resources you    |                                    |
| have (e.g. human, technical,    |                                    |
| and fiscal) at each level to    |                                    |
| collect and analyze data. State |                                    |
| and community groups must work  |                                    |
| closely together to address any |                                    |
| gaps in capacity                |                                    |
+---------------------------------+------------------------------------+
| -   Knowledge of cultural       | -   Number of community            |
|     protocols in sub            |     organizations collaborating on |
|     populations                 |     addressing ATOD-related        |
|                                 |     problems                       |
| -   Workforce knowledge, skills |                                    |
|     and competencies            | -   Leadership within the          |
|                                 |     coalition and the community to |
| -   Infrastructure, such as     |     engage in solving ATOD and     |
|     coalitions                  |     other related problems         |
|                                 |                                    |
| -   Sub-population's capacity   | -   Prevention knowledge at the    |
|     in prevention (e.g., Boys   |     community level                |
|     and Girls clubs)            |                                    |
|                                 | -   Resources that are allocated   |
| -   Data systems                |     and available to address ATOD  |
|                                 |     problems                       |
+---------------------------------+------------------------------------+
| **Capacity**                    |                                    |
+---------------------------------+------------------------------------+
| -   Enhance workforce           | -   Ensure the prevention planning |
|     development                 |     group and/or coalition         |
|                                 |     reflects the cultural and      |
| -   Improve data-based systems  |     ethnic make-up of the          |
|     and infrastructure          |     community                      |
|                                 |                                    |
| -   Increase state-level        | -   Enhance how the coalition or   |
|     coordination                |     prevention planning group      |
|                                 |     works (i.e. structure,         |
| -   Enhance knowledge of and    |     decision making, and planning) |
|     work with sub-populations   |                                    |
|                                 | -   Build the community's          |
|                                 |     resources that support         |
|                                 |     programs, practices and        |
|                                 |     strategies to address alcohol  |
|                                 |     and other drugs                |
+---------------------------------+------------------------------------+
| **Planning**                    |                                    |
+---------------------------------+------------------------------------+
| -   Need' is defined by         | -   Logic model                    |
|     consequences and            |                                    |
|     consumption of ATOD         | -   Gaps and resources             |
|                                 |                                    |
| -   Across lifespan             | -   Community feedback             |
|                                 |                                    |
| -   Across alcohol, tobacco and | -   Considerations of cultural     |
|     illicit drugs               |     competence and sustainability  |
|                                 |                                    |
| -   Must include underage       |                                    |
|     drinking                    |                                    |
|                                 |                                    |
| -   Statement of priorities     |                                    |
|                                 |                                    |
| -   Relationship of priorities  |                                    |
|     to community level          |                                    |
|     strategic planning efforts  |                                    |
+---------------------------------+------------------------------------+
| **Implementation**              |                                    |
+---------------------------------+------------------------------------+
| -   Implement infrastructure    | -   Implement evidence-based       |
|     development activities      |     prevention strategies and      |
|                                 |     infrastructure development     |
| -   State Requirements:         |     activities                     |
|                                 |                                    |
| -   Build capacity to provide   | -   Use the findings of needs      |
|     the infrastructure and      |     assessments to guide selection |
|     other necessary support for |     and implementation of          |
|     state and local-level SPF   |     evidence-based policies,       |
|     process: Needs assessment,  |     programs, and practices        |
|     Capacity building,          |                                    |
|     Strategic planning,         | -   Strategies must be             |
|     Implementation, and         |     evidence-based                 |
|     Monitoring and evaluation   |                                    |
|                                 | -   Appearing on a Federal list    |
|                                 |                                    |
|                                 | -   Appearing in a peer-reviewed   |
|                                 |     journal with proven            |
|                                 |     effectiveness                  |
|                                 |                                    |
|                                 | -   Demonstrating 'documented      |
|                                 |     effectiveness                  |
+---------------------------------+------------------------------------+
| **Evaluation**                  |                                    |
+---------------------------------+------------------------------------+
| -   Did the substance abuse     | -   Did positive change occur at   |
|     problem identified occur    |     the community level in the     |
|     across communities (perhaps |     substance abuse problem in the |
|     compared to non funded)?    |     population that was targeted?  |
|                                 |                                    |
| -   Did the State implement     | -   Were there related changes in  |
|     successful technical        |     causal factors linked to the   |
|     assistance and training in  |     substance abuse related        |
|     an effort to build capacity |     problems**?**                  |
|     for the SPF?                |                                    |
|                                 |                                    |
| -   Did the State adopt new     |                                    |
|     policies designed to        |                                    |
|     implement outcomes?         |                                    |
|                                 |                                    |
| -   Did the State develop a     |                                    |
|     plan to coordinate funding  |                                    |
|     across agencies?            |                                    |
+---------------------------------+------------------------------------+

**SPF Steps -- Cultural Competence and Sustainability**

+------------------------------------+---------------------------------+
| **Cultural Competence Assessment   |                                 |
| Sustainability**                   |                                 |
+------------------------------------+---------------------------------+
| -   Profiling Needs: work with the | -   Institutionalize data       |
|     community                      |     sources                     |
|                                    |                                 |
| -   Use culturally competent       | -   Institutionalize Community  |
|     evaluator for assessment and   |     Readiness tools             |
|     ensure a mechanism for the     |                                 |
|     collection of cultural         | -   Long term availability of   |
|     competence-related             |     data sources                |
|     information/data               |                                 |
|                                    | -   Enhance data sources and    |
| -   Gain approval of the community |     data availability           |
|     for data collection and        |                                 |
|     analysis and ensure data is    | -   Maintain ongoing            |
|     culturally responsive and      |     communication between SSA,  |
|     appropriate                    |     SEW and regional and local  |
|                                    |     prevention planning         |
| -   Create process to identify     |     infrastructure              |
|     culturally relevant risk and   |                                 |
|     protective factors             |                                 |
|                                    |                                 |
| -   Formulate culturally-based     |                                 |
|     assumptions of change and      |                                 |
|     identify change from community |                                 |
|     perspective and gain community |                                 |
|     approval of product.           |                                 |
+------------------------------------+---------------------------------+
| **Cultural Competence Capacity     |                                 |
| Sustainability**                   |                                 |
+------------------------------------+---------------------------------+
| -   Examine community resources &  | -   Is there a need for the     |
|     readiness                      |     planning group to organize  |
|                                    |     prevention planning in the  |
| -   Provide safe and supportive    |     future?                     |
|     environment for all            |                                 |
|     participants                   | -   Will you need to build a    |
|                                    |     new planning group or       |
| -   Examine breadth and depth of   |     enhance the existing group? |
|     cultural competence            |                                 |
|                                    | -   Have you identified members |
| -   Check cultural representation  |     from your planning group    |
|     (language, gender, age)        |     who are willing to          |
|                                    |     participate in all five     |
| -   Develop policies (i.e.         |     steps of the SPF Model?     |
|     recruitment and retention,     |                                 |
|     training, communication and    |                                 |
|     community input) to improve    |                                 |
|     cultural competence            |                                 |
|                                    |                                 |
| -   Ensure tools and technology    |                                 |
|     are culturally competent       |                                 |
|                                    |                                 |
| -   Identify and mobilize mutually |                                 |
|     acceptable goals and           |                                 |
|     objectives                     |                                 |
+------------------------------------+---------------------------------+
| **Cultural Competence Planning     |                                 |
| Sustainability**                   |                                 |
+------------------------------------+---------------------------------+
| -   Make sure community is         | -   Create mechanism for        |
|     represented in the process.    |     planning to occur on an     |
|                                    |     ongoing and or annual       |
| -   When selecting programs and    |     basis.                      |
|     strategies, consider their fit |                                 |
|     with:                          | -   Document planning process   |
|                                    |     and content.                |
| -   Community culture              |                                 |
|                                    | -   Communicate results of      |
| -   Existing prevention efforts    |     planning process to         |
|                                    |     community and coalition     |
| -   Past history                   |     members.                    |
|                                    |                                 |
|                                    | -   Create planning that is     |
|                                    |     clear and open (avoid       |
|                                    |     hidden agendas and the      |
|                                    |     appearance of favoritism).  |
|                                    |                                 |
|                                    | -   Build community members     |
|                                    |     capacity to participate in  |
|                                    |     planning and understand the |
|                                    |     SPF model and data          |
|                                    |     gathering and assessment.   |
+------------------------------------+---------------------------------+
| **Cultural Competence              |                                 |
| Implementation Sustainability**    |                                 |
+------------------------------------+---------------------------------+
| -   Make sure the community is     | -   Cultivate program           |
|     represented in the             |     champions!                  |
|     implementation process.        |                                 |
|                                    | -   Maintain positive           |
|                                    |     relationships with key      |
|                                    |     stakeholders.               |
|                                    |                                 |
|                                    | -   Be proactive in engaging    |
|                                    |     potential future partners.  |
|                                    |                                 |
|                                    | -   Let community and coalition |
|                                    |     members know what's going   |
|                                    |     on.                         |
+------------------------------------+---------------------------------+
| **Cultural Competence Evaluation   |                                 |
| Sustainability**                   |                                 |
+------------------------------------+---------------------------------+
| -   Make sure the community is     | -   Evaluation is a key         |
|     represented in the evaluation  |     component of                |
|     process.                       |     sustainability. It will     |
|                                    |     allow you to:               |
|                                    |                                 |
|                                    | -   Demonstrate outcomes        |
|                                    |                                 |
|                                    | -   Recruit champions           |
|                                    |                                 |
|                                    | -   Engage new partners         |
|                                    |                                 |
|                                    | -   Adjust your strategies to   |
|                                    |     ensure positive results     |
+------------------------------------+---------------------------------+

**An Ecological Perspective**

+--------------------+------------------------+------------------------+
| **Concept**        | **Definition**         | **Theory**             |
+--------------------+------------------------+------------------------+
| **Intra-personal   | Individual             | Stages of Change       |
| Factors**          | characteristics that   |                        |
|                    | influence behavior,    | Health Belief Model    |
|                    | such as knowledge,     |                        |
|                    | attitudes, beliefs,    |                        |
|                    | and personality traits |                        |
+--------------------+------------------------+------------------------+
| **Interpersonal    | Interpersonal          | Social Learning Theory |
| Factors**          | processes, and primary |                        |
|                    | groups including       | Social Cognitive       |
|                    | family, friends,       | Theory                 |
|                    | peers, that provide    |                        |
|                    | social identity,       |                        |
|                    | support, and role      |                        |
|                    | definition             |                        |
+--------------------+------------------------+------------------------+
| **Organizational   | Rules, regulations,    | Community Organization |
| Factors**          | policies, and informal |                        |
|                    | structures which may   | Organizational Change  |
|                    | constrain or promote   |                        |
|                    | recommended behaviors  | Diffusion of           |
|                    |                        | Innovation             |
+--------------------+------------------------+------------------------+
| **Community        | Social networks and    | Community Organization |
| Factors**          | social norms, or       |                        |
|                    | standards, which exist | Organizational Change  |
|                    | as formal or informal  |                        |
|                    | among individuals,     | Diffusion of           |
|                    | groups and             | Innovation             |
|                    | organizations          |                        |
+--------------------+------------------------+------------------------+
| **Public Policy**  | Local, state, federal  | Community Organization |
|                    | policies and laws that |                        |
|                    | regulate or support    | Organizational Change  |
|                    | healthy actions and    |                        |
|                    | practices for disease  | Diffusion of           |
|                    | prevention, early      | Innovation             |
|                    | detection, control and |                        |
|                    | management             |                        |
+--------------------+------------------------+------------------------+
| ***Source: Glanz,  |                        |                        |
| K. and Rimer, B.   |                        |                        |
| K. (1997). Theory  |                        |                        |
| at a Glance, A     |                        |                        |
| Guide for Health   |                        |                        |
| Promotion          |                        |                        |
| Practice. U.S.     |                        |                        |
| Department of      |                        |                        |
| Health and Human   |                        |                        |
| Services, National |                        |                        |
| Institute of       |                        |                        |
| Health.***         |                        |                        |
+--------------------+------------------------+------------------------+
|                    |                        |                        |
+--------------------+------------------------+------------------------+
| **Perspective      |                        |                        |
| Comparison**       |                        |                        |
+--------------------+------------------------+------------------------+
| **Ecological**[^1] | **CSAP Domains**[^2]   | **Risk &               |
|                    |                        | Protective**[^3]       |
+--------------------+------------------------+------------------------+
| Individual         | Individual             | Individual/Peer        |
+--------------------+------------------------+------------------------+
| Interpersonal      | Family                 | Family                 |
+--------------------+------------------------+------------------------+
|                    | Peer                   |                        |
+--------------------+------------------------+------------------------+
| Institutional      | School                 | School                 |
+--------------------+------------------------+------------------------+
| Community          | Community/Society      | Community              |
+--------------------+------------------------+------------------------+
| Public Policy      |                        |                        |
+--------------------+------------------------+------------------------+

**Evidence and Feasibility in Program Selection**

# 

# 

# Calculating the Results

Locate which block of the decision-making matrix corresponds with your
evidence and feasibility score. Use the descriptions that follow to
guide your decision.

# 

# 

# 

# 

# 

# 

# 

# 

# 

# 

# 

# 

# 

# 

# 

# 

# 

# 

# 

# 

# Evidence Based and Feasible 

Obviously, it does not get any better than this. If you find a program
in this category, you definitely have the green light to implement this
program. Your decision to proceed with the identified program then rests
on whether there are any other programs with a higher evidence score or
lesser cost. If the evidence points are less than 9-10, you will want to
monitor and/or participate in on-going research into the program's
efficacy. Even though the program has been extremely effective for
others, you will need to monitor its effectiveness for your
organization. If it is not effective over time, you may not be
implementing the program as designed.

# Evidence Based and Affordable

If you find yourself evaluating a program in this category - you have a
good program and the resources to implement it, but do not have internal
congruence - then it is time for some organizational soul-searching.
This is particularly true if the program is designed to improve
behaviors that are central to your mission.

# Evidence Based and Available

This category means you have identified a good program but you lack the
resources to implement it. In this case, you have a couple of options:
continue to look for an equally effective program with less associated
costs or create a plan to generate the needed resources and to make
associated organizational changes.

# 

# Promising and Feasible 

If the process leads you to this category, your first task is to make
sure that you have not over looked any programs that score higher on the
evidence scale. Your decision to proceed with the identified program
rests on whether there are any programs with a higher evidence score and
lesser costs. Programs in this category require a significant commitment
to monitoring and rigorous evaluation. You are relatively certain that
the program can be implemented as designed, but you are taking a
calculated risk in terms of whether or not the program will have the
impact you expect. Evaluate this risk very carefully.

# Promising and Affordable

Programs that you can afford, but have only the promise of effectiveness
should be implemented with extreme caution. Your organization has
reservations about the program's feasibility, and there is less than
concrete evidence that the program "will work." There may be times when
such uncertainty is acceptable, but there should be very few of these
instances.

# Promising and Available

Programs that fall into this category can be described in two ways. 1)
They are of little value unless you are very uncertain about what your
current investments, and are working in an area where very little
programming is available. 2) They are of little value unless low cost
variations of the program can be proven to be at least as promising.

# 

# Untested and Available

Generally, do not consider programs in this category. There are two
possibilities here. You have identified a program that is untested, that
requires no curriculum, and no training. The program could be based on a
good idea, and/or clever marketing. However, the probability that it
will yield a positive result is low. In fact, the approach may do more
harm than good. Many programs in this category may be packaged and
promoted in a very positive way. Be careful and skeptical.

# Untested and Affordable

If you find yourself in this category, keep looking. There may be an
idea or two that are untested yet worthy of investment. However, this
idea (regardless of its potential value) isn't even a good fit within
your current organization (else it would fall into the "feasible"
category). The testing of this idea's value should fall to someone else.

# Untested and Feasible 

If you find yourself evaluating a program in this category, keep
looking. This program may have good "face validity" for your
organization, but absolutely no evidence that it would work. The
pondering of such programs should be limited to organizations whose
mission is creative thinking (most likely research centers or
universities), not implementation of programs for high risk youth.

> **Evaluating the Feasibility of Prevention and Intervention
> Approaches**
>
> **The Need to Evaluate the Feasibility of Prevention and Intervention
> Approaches:**
>
> Much has been written in recent years about the importance of
> "evidence" in deciding which prevention and intervention programs
> should be implemented within and organization or community. An
> evaluation of evidence answers the question, "What should be done"? An
> equally important question is , "What can be done?". Multiple aspects
> of the feasibility of implementing an approach should be considered
> regardless of the evidence justifying the approach. Attempting to
> implement an approach that is not feasible for an organization or
> community will lead to disaster. Many of the evidence-based approaches
> that are being promoted require a strict commitment to implementation
> in order achieve positive results. Such a commitment will not be
> maintained if the approach is not feasible within a given context. A
> strategic approach to evaluating feasibility is presented below.

**Sources of Information for Assessing Feasibility:**

> When evaluating the evidence behind a specific prevention or
> intervention approach, the only information necessary is information
> related to the approach itself. In order to assess feasibility, one
> must have considerable information about the approach/program being
> considered as well the organization that is considering adoption.
>
> Collect as much evidence as possible on the implementation demands of
> the program being considered. Data sources can include 1) written
> descriptions of implementation requirements provided by the developers
> of the program, 2) written descriptions of implementation demands
> summarized by others in program reviews, or 3) interviews with others
> who have implemented the program.
>
> In addition to the data collected on the program in question, data on
> your organization's capacity to implement the program must be
> collected. This information can be obtained through discussions with
> key stakeholders and administrators within the organization. Those who
> make decisions related to overall resources allocation must be
> included. In addition, those individuals who have a comprehensive
> understanding of the organization's policies, procedures, and cultures
> should be included.
>
> Using the aforementioned data, complete the following checklist and
> generate a feasibility characterization for the program in question.

# Feasibility Checklist 

-   Detailed descriptions of implementation procedures are available and
    understandable.

-   Training is available when described as a necessary component of the
    program.

-   Curriculum materials are available when necessary for
    implementation.

-   Any other support materials described as necessary for
    implementation are available.

> If you are able to check off each of these items, the program should
> be described as **"Available."**

-   The total costs of program materials are affordable given our
    organization\'s budget.

-   The total costs of training are affordable given our organization\'s
    budget.

-   The training time commitment of new or existing personnel is
    affordable given our organization\'s budget.

-   The implementation time commitment of new or existing personnel is
    affordable given our organization\'s budget.

-   The time commitment of participants is feasible given our capacity.

-   The time commitment for administering the program is feasible.

> If you are able to check off ALL of these items, and the program was
> rated as "Available," the program should be described as
> "**Affordable**."

-   The underlying principles of the program being evaluated are
    consistent with our organization's approach to meeting the needs of
    high-risk youth.

-   The approach used in the program being evaluated is consistent with
    existing policies and procedures currently in place within the
    organization.

-   The implementation of this program will not create insurmountable
    internal political challenges.

-   ­­­­The implementation of this program is consistent with the current
    priorities of the organization.

-   This program is sustainable given our organization's structure and
    funding mechanisms.

> If you are able to check off each of these items, and the program was
> rated both "Available" and "Affordable" the program should be
> described as "**Feasible**."

The resulting categorization of programs as either available,
affordable, or feasibility can be used in implementation decisions.
Programs that are available, but are neither affordable, nor feasible
within an organization are not realistic implementation targets. Those
programs that are both available and affordable may have promise for
implementation, but the organization may have to make some changes in
order for them to be truly feasible. Sometimes, programs are not worthy
of implementation because of feasibility barriers. Sometimes,
organizations need to make adjustments in their infrastructure, policy,
and/or culture in order to benefit from otherwise implementable
approaches.

SAMPLE LETTER

June14, 2006

The Community Mental Health and Recovery Board of Licking and Knox
Counties and The Licking County Children and Families First Council
would like to invite you to participate in a meeting on July 12, 2006
from 1:00pm to 3:00pm, at the Newark Public Library, to start the
process of, **["Community Capacity Building: Developing a Prevention
Plan."]{.underline}** The meeting will initiate the development of a
community wide prevention direction to address the areas of substance
abuse and mental health, for both Licking and Knox Counties.

We believe that bringing together community entities involved in current
prevention efforts and those with an interest and commitment to
prevention will allow us to identify our shared goals, bring together
data, share expertise and clarify where prevention efforts need to focus
in Licking and Knox Counties. The process will also give us the
opportunity to explore how our needs work with the direction of the
state agencies who support prevention services. A consultant from
Central CAPT (Center for the Application of Prevention Technologies) has
been provided to us through the state to work on this process. From this
meeting we hope to pull a small work group to review assessment data,
develop a plan, and identify implementation strategies. This work group
will also attend a two day capacity building retreat to be held August
17 and 18, 2006.

It is my hope that you or your designee will be able to join us for this
initial discussion and overview. I value the input you can provide for
this process and hope to see you or your representative there.

Sincerely,

Ruth Satterfield, LSW, OCPS II

Grant Coordinator and Community Liaison

RSVP

**Community Capacity Building: Developing A Prevention Plan**

Name:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Organization Representing:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Phone \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ E-mail
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**[July 12^th^ meeting]{.underline}**:

\_\_\_ Yes, I will attend \_\_\_ No, I will not attend

\_\_\_ I can not attend but will send a representative. Name
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**[Interest in participating in work group]{.underline}**:

\_\_\_ Definitely \_\_\_ Possibly \_\_\_ Not at this time

**[\*\* I will bring with me or send via e-mail (satterfield@bhg.org),
data related to this process, including]{.underline}**:

\_\_\_ Demographics \_\_\_ ATOD Use Survey \_\_\_ \# receiving MH
treatment from your agency

\_\_\_ \# receiving AOD treatment from your agency \_\_\_ PRIDE Survey
\_\_\_ Discipline

\_\_\_ Alcohol/Drug related arrests \_\_\_ Mental Health/AOD related
placements out of the home

\_\_\_ Community Concerns \_\_\_ Social Norms \_\_\_ Other;
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Please return this form, by Monday July 10, 2006, to:

Ruth Satterfield

Community Mental Health and Recovery Board

1435-B W. Main St.

Newark, Ohio 43055

740-522-1232, Fax 740-522-3502

satterfield@bhg.org

**Knox County Strategic Plan Overview**

![](media/image4.png){width="2.55in" height="1.8763888888888889in"}

**Scope of Work**

To build community capacity through the development of a county wide
prevention plan to address the areas of substance abuse and mental
health for Knox County.

A full day training on evidence based prevention, technical assistance,
and a strategic planning retreat were facilitated by Kathy Paxton,
Consultant, Center for Substance Abuse Prevention, Central Center for
the Application of Prevention Technologies. The Knox County Prevention
Work Plan was developed (see attached) and will serve as a guide for
future prevention planning efforts. The community learning process was
funded and planning objectives identified by the Community Mental Health
and Recovery Board of Licking and Knox Counties.

-   Bringing together community entities involved in current prevention
    efforts and those with an interest and commitment to prevention

-   Bringing together data and shared expertise

-   Identifying our shared goals

-   Clarifying where prevention efforts need to focus in Knox County

-   Exploring how our needs work with the direction of the state
    agencies who support prevention services

**Participation of Key Stake Holders**

Fourteen individuals participated in the 2-day strategic planning
retreat representing numerous prevention entities within Knox County.
Each organization represented provides prevention services and with the
exception of one receives dedicated funding for these efforts.

Dodie Melvin Director, Knox County Mental Health Association

Mary Hendrickson Director, New Directions Domestic Violence Shelter

Emilie McLarnan Delta Project

Mary Samuell Prevention Director, The Alcohol & Drug Freedom Center

Virginia Wasserman Director, The Children's Connection

Pam Coffing Knox County Juvenile Probation

Michelle Rardon Knox County Sheriff's Department

Rita Ball Mount Vernon City School

Candice Krabill Student, The Ohio State University

Dick Riley Director, Pathways

Judy Divelbiss Knox County Health Department (Retired)

Michelle Foster Board Member, Freedom Center

Ruth Satterfield Grant Coordinator and Community Liaison,

> Community Mental Health and Recovery Board of Licking and Knox
> Counties

Lynn Agapi Gilligan Moundbuilders Guidance Center, Child & Adolescent
Services

**Guidance Documents and Considerations**

The following resources were reviewed and/or considered during the
development of the prevention plan for Knox County, Ohio.

-   No Child Left Behind

-   President's New Freedom Commission

-   HIPAA Privacy/Confidentiality

-   SAMHSA National Outcome Measures for Mental Health/Substance Abuse
    Prevention & Treatment

-   SAMHSA Prevention Platform Measures & Instruments Resource

-   SAMHSA Prevention Platform Technical Assistance Tools

-   Strategic Prevention Framework Planning Model

-   Evidence Based Feasibility Matrix

-   Prevention Implementation Guide

-   Georgetown University Center for Cultural Competence

-   Ohio's State Code

-   Ohio's Shared Prevention Framework

-   ODADAS Continuum of Care/Service Taxonomy

-   ODADAS Community Plan Guidelines Alignment of Federal & State

> *Priorities*

-   Focus on older adults ≈ 60 yr +

-   Prevention efforts related to families

-   Connection -- workplace AOD issues

-   Community members being full partners

-   FASD

-   Evidence Based Practices

```{=html}
<!-- -->
```
-   Medicaid/Insurance

-   Licensure

-   Local Levies

-   Community Board Procedures

-   Community Voice

**Definition of Prevention**

Prevention is a proactive multifaceted, multi - community sector process
involving a continuum of culturally appropriate prevention services
which empowers individuals, families and communities to meet the
challenges of life events and transitions by creating and reinforcing
conditions that impact physical, social, emotional, spiritual, and
cognitive well-being and promote safe and healthy behaviors and
lifestyles.

Prevention is a planned sequence of activities that, through the
practice and application of evidence based prevention principles,
policies, practices, strategies and programs, is intended to inform,
educate, develop skills, alter risk behaviors, affect environmental
factors and/or provide referrals to other services

Prevention is prevention is prevention...

**County Impressions from Key Stake Holders**

Knox is a safe, growing, and friendly county located in the heart of
Ohio. Its rolling hills, parks, and trails provide a relaxing refuse
just 2 hours from several large cities in Ohio. A strong sense of
community is witnessed throughout this rural county by the rates of
volunteerism and large number of service organizations.

The County has experienced problems in the area of economic development
resulting in low wages and a large percentage of low income housing.
Generational poverty continues to be prevalent. Medical, Public Health,
and Social Service Agencies work together to provide services for
individuals, families, and seniors.

**Engaging Additional Participation**

Over 35 individuals were identified and invited to participate in the
planning process for Knox County. Those in attendance identified the
following organizations and individuals for recruitment in future
planning and implementation efforts.

Senior Services

MRDD Services

Extension-Larry Hall/ LuAnn Duncan

Child & Family Services-Gloria Parsison

Family & Children First Coordinator-Lisa Rutter

Salvation Army

Faith Community-Wagon Ministries, Mulberry Street Methodist, Westside
Church of Nazarene-Kevin & Mandy Peterson

Higher Education-Patrick Gilligan

Opportunity Knocks-Christy Parsons, Diane Willard

**Data Review**

The participants reviewed and analyzed guidance documents and county
level

data to determine trends and prioritize needs. The group determined that
additional school based youth data would be beneficial in determining
implementation efforts, but community based youth data was available
through Community Assessment Report. As additional data become available
the group will review and adjust planning efforts based on community
determined need. Prevalence and perception data from multiple sources
were contained within the assessments listed:

> ♦Knox County Behavioral Health Need Prioritization Survey 8/06
>
> ♦Knox County Family and Children First Resource Assessment/Service
> ♦Gaps 7/06
>
> ♦Moving Toward a Stronger Knox County Community Assessment 3/06
>
> ♦US Census, 2000, 2004
>
> ♦National Household Survey 2004

**Selected Data Utilized in Determining Need**

Community assets include: High quality programs and services for
families and seniors, strong sense of community, collaborative
leadership, and volunteerism rates at 52% compared to national rates of
29%.

A key informant survey conducted as part of the community assessment
noted perception of problems for Knox County and were identified as the
following in order of severity.

-   Alcohol and other Drugs

-   Lack of Affordable Medical Care

-   Lack of Jobs

-   Mental Illness/ Mental Health/Suicide

According to the 2004-2005 Community Assessment Full Report March 2006,

focus groups were held with youth determining, "what's it's like to be a
teen in Knox County", the following were identified as their top
problems:

Nothing to do, Jobs & Economy, Schools, and Transportation

The report further indicates barriers and solutions discussed by the
youth which include:

> Barriers Solutions

  ----------------------------------- -----------------------------------
  High Unemployment/ Under employment More jobs created in the county.
                                      Vocational training.

  Access to Driver's Education        Provide funding for Driver's
                                      Education

  Poor Transportation-No bus service  Use buses not in use /add buses

  Something to Do                     Affordable entertainment-\$1 Movies

  Limited access to schools after     Open Gyms
  hours                               

  Schools not consistent and real     Consistent rules, Team Building,
                                      Life Skills like Personal Finance &
                                      maintaining a vehicle, More
                                      vocational experiences and job
                                      shadowing,
  ----------------------------------- -----------------------------------

*US Census Data*

-   Population increase of 3,000 individuals from 2000-2004.

-   Median household income is \$1000 less in 2004 than 2000.

-   The population is predominately categorized as white (98%) yet over
    2000 people speak a language other than English at home (population
    5 years and over).

-   656 Families income below \$10,000

*Household Survey Data*

37% Experience Stress

*Knox County Substance Abuse Treatment Data*

Between January-June 2006 (1421) the number of treatment cases have
already surpassed the number of cases for 2005 (1248).

The top two drugs of choice identified by clients in order of use are
alcohol and marijuana, with age at first use at 16 and 15.

*Mental Health Association*

In 2004 the MH Association conducted a survey with social service,
clergy and school staff to identify prevalence of problems.

***Clergy Schools Social Services***

  ----------------------- ----------------------- -----------------------
  Family Dysfunction      Peer Influence          Family Dysfunction

  Peer Influence          Family Dysfunction      Depression

  Sex                     Bullying/Harassment     AOD

  AOD                     Depression              Peer Influence
  ----------------------- ----------------------- -----------------------

*Knox County Sheriff's Department*

Out of 1496 car crashes in 2003 in Knox County, 88 were alcohol related.

*Family and Children's First Identified Service Gaps*

-   Effective Parenting

-   Family Support after 6pm

-   Intervention Assessment of young12-17 sex offenders

-   Social needs of sex offenders

-   Mentorship and linkages for young adults

-   Social needs of young adults

-   Family Therapy

-   Review of multiple service users

-   Evaluate transportation services

-   Increase the quality of Mental Health Counseling birth-death

Knox County Planning Matrix

+---------------+--------------------+--------+-----------+----------+
| **Strategy**  | **Action Steps**   | **Time | **Re      | **Pr     |
|               |                    | line** | sponsible | ogress** |
|               |                    |        | Person**  |          |
+---------------+--------------------+--------+-----------+----------+
| **Strategy    | 1.  Meet with FC2  |        |           |          |
| 1:**          |     to discuss     |        |           |          |
|               |     combining      |        |           |          |
| Communicate & |     existing       |        |           |          |
| coordinate    |     committees to  |        |           |          |
| effectively   |     support cost   |        |           |          |
| with each     |     savings,       |        |           |          |
| other, local  |     employee time, |        |           |          |
| partners, the |     and the        |        |           |          |
| media and the |     sharing of     |        |           |          |
| community for |     resources to   |        |           |          |
| consistent    |     target and     |        |           |          |
| prevention    |     multiply       |        |           |          |
| services.     |     efforts to     |        |           |          |
|               |     improve county |        |           |          |
|               |     wide outcomes. |        |           |          |
|               |     Example:       |        |           |          |
|               |     Family Fun Day |        |           |          |
|               |                    |        |           |          |
|               | 2.  Recruit        |        |           |          |
|               |     additional     |        |           |          |
|               |     members for    |        |           |          |
|               |     planning.      |        |           |          |
|               |                    |        |           |          |
|               | 3.  Develop        |        |           |          |
|               |     organizational |        |           |          |
|               |     map of         |        |           |          |
|               |     prevention     |        |           |          |
|               |     efforts with   |        |           |          |
|               |     current and    |        |           |          |
|               |     desired state. |        |           |          |
|               |                    |        |           |          |
|               | 4.  Maintain       |        |           |          |
|               |     contact with   |        |           |          |
|               |     the Knox       |        |           |          |
|               |     County         |        |           |          |
|               |     Prevention     |        |           |          |
|               |     Work Group     |        |           |          |
|               |     through a      |        |           |          |
|               |     shared list    |        |           |          |
|               |     serve.         |        |           |          |
|               |                    |        |           |          |
|               | 5.  Meet to        |        |           |          |
|               |     finalize the   |        |           |          |
|               |     plan.          |        |           |          |
|               |                    |        |           |          |
|               | 6.  Communicate    |        |           |          |
|               |     the plan to    |        |           |          |
|               |     key prevention |        |           |          |
|               |     groups in      |        |           |          |
|               |     Knox: FC2,     |        |           |          |
|               |     United Way,    |        |           |          |
|               |     Dept. of       |        |           |          |
|               |     Health, CHMRB, |        |           |          |
|               |     General        |        |           |          |
|               |     Committees.    |        |           |          |
|               |                    |        |           |          |
|               | 7.  Monitor plan   |        |           |          |
|               |     and change     |        |           |          |
|               |     based on data  |        |           |          |
|               |     and additional |        |           |          |
|               |     input from key |        |           |          |
|               |     stakeholders.  |        |           |          |
+---------------+--------------------+--------+-----------+----------+
| **Strategy    | 1.  Obtain school  |        | Rita      |          |
| 2:**          |     based data for |        |           |          |
|               |     Knox County.   |        | Judy      |          |
| Gather the    |                    |        |           |          |
| information   | 2.  Obtain         |        |           |          |
| necessary to  |     community      |        |           |          |
| guide         |                    |        |           |          |
| effective     | asset/health/7^th^ |        |           |          |
| decision      |     grade tobacco  |        |           |          |
| making about  |     survey data.   |        |           |          |
| prevention    |                    |        |           |          |
| needs,        | 3.  Obtain CASE    |        |           |          |
| strategic     |     higher         |        |           |          |
| directions    |     education      |        |           |          |
| and system    |     survey.        |        |           |          |
| performance.  |     (Kenyon)       |        |           |          |
|               |                    |        |           |          |
|               | 4.  Conduct simple |        |           |          |
|               |     focus groups   |        |           |          |
|               |     with existing  |        |           |          |
|               |     community      |        |           |          |
|               |     based youth    |        |           |          |
|               |     groups.        |        |           |          |
+---------------+--------------------+--------+-----------+----------+
| **Strategy    | 1.  Provide        |        |           |          |
| 3:**          |     current and    |        |           |          |
|               |     relevant       |        |           |          |
| Work together |     evidenced      |        |           |          |
| to maintain a |     based          |        |           |          |
| strong        |     prevention     |        |           |          |
| prevention    |     training for   |        |           |          |
| workforce     |     existing       |        |           |          |
| that is well  |     staff.         |        |           |          |
| trained and   |                    |        |           |          |
| experienced.  | 2.  Provide time   |        |           |          |
|               |     for staff to   |        |           |          |
|               |     attend         |        |           |          |
|               |     training       |        |           |          |
|               |     through        |        |           |          |
|               |     online, local, |        |           |          |
|               |     or statewide   |        |           |          |
|               |     efforts.       |        |           |          |
|               |                    |        |           |          |
|               | 3.  Provide        |        |           |          |
|               |     technology     |        |           |          |
|               |     training for   |        |           |          |
|               |     staff and      |        |           |          |
|               |     community      |        |           |          |
|               |     groups to      |        |           |          |
|               |     increase their |        |           |          |
|               |     capacity to    |        |           |          |
|               |     provide up to  |        |           |          |
|               |     date           |        |           |          |
|               |     technology     |        |           |          |
|               |     based          |        |           |          |
|               |     prevention,    |        |           |          |
|               |     the ability to |        |           |          |
|               |     report their   |        |           |          |
|               |     efforts online |        |           |          |
|               |     and to search  |        |           |          |
|               |     out and apply  |        |           |          |
|               |     for future     |        |           |          |
|               |     funding.       |        |           |          |
|               |                    |        |           |          |
|               | 4.  Provide        |        |           |          |
|               |     funding for    |        |           |          |
|               |     staff to       |        |           |          |
|               |     attend work    |        |           |          |
|               |     force          |        |           |          |
|               |     development    |        |           |          |
|               |     opportunity.   |        |           |          |
|               |                    |        |           |          |
|               | 5.  Coordinate     |        |           |          |
|               |     efforts with   |        |           |          |
|               |     institutions   |        |           |          |
|               |     of higher      |        |           |          |
|               |     learning for   |        |           |          |
|               |     internships.   |        |           |          |
+---------------+--------------------+--------+-----------+----------+
| **Strategy    | 1.  Contact        |        |           |          |
| 4:**          |     businesses for |        |           |          |
|               |     investment in  |        |           |          |
| Seek out and  |     community      |        |           |          |
| coordinate    |     based          |        |           |          |
| federal,      |     prevention.    |        |           |          |
| state and     |                    |        |           |          |
| other         | 2.  Increase the   |        |           |          |
| non-local     |     capacity of    |        |           |          |
| funding to    |     the work force |        |           |          |
| leverage      |     in their       |        |           |          |
| support for   |     ability to     |        |           |          |
| the Ohio      |     write grant    |        |           |          |
| Shared State  |     proposals.     |        |           |          |
| Prevention    |                    |        |           |          |
| Framework.    | 3.  Contact        |        |           |          |
|               |     philanthropic  |        |           |          |
|               |     organizations  |        |           |          |
|               |     to promote     |        |           |          |
|               |     prevention and |        |           |          |
|               |     seek funding.  |        |           |          |
|               |                    |        |           |          |
|               | 4.  Seek continued |        |           |          |
|               |     support from   |        |           |          |
|               |     community      |        |           |          |
|               |     boards by      |        |           |          |
|               |     providing      |        |           |          |
|               |     clear outcomes |        |           |          |
|               |     of existing    |        |           |          |
|               |     efforts.       |        |           |          |
+---------------+--------------------+--------+-----------+----------+
| **Strategy    | 1.  .Implement     |        |           |          |
| 5:**          |     evidence based |        |           |          |
|               |     programs and   |        |           |          |
| Promote       |     practices      |        |           |          |
| i             |     based on       |        |           |          |
| dentification |     established    |        |           |          |
| and           |     need.          |        |           |          |
| i             |                    |        |           |          |
| mplementation | 2.  Focus on       |        |           |          |
| of            |     coordinated,   |        |           |          |
| e             |     targeted       |        |           |          |
| vidence-based |     efforts for    |        |           |          |
| programs,     |     maximum        |        |           |          |
| policies,     |     impact.        |        |           |          |
| strategies    |                    |        |           |          |
| and           | 3.  Provide        |        |           |          |
| activities    |     programs that  |        |           |          |
| based on      |     are culturally |        |           |          |
| needs         |     appropriate.   |        |           |          |
| assessment    |                    |        |           |          |
| prevention    |                    |        |           |          |
| data that are |                    |        |           |          |
| cost          |                    |        |           |          |
| effective and |                    |        |           |          |
| impact risk   |                    |        |           |          |
| and           |                    |        |           |          |
| protective    |                    |        |           |          |
| factors in    |                    |        |           |          |
| multiple      |                    |        |           |          |
| domains of    |                    |        |           |          |
| community,    |                    |        |           |          |
| family,       |                    |        |           |          |
| school,       |                    |        |           |          |
| individual    |                    |        |           |          |
| and peers.    |                    |        |           |          |
+---------------+--------------------+--------+-----------+----------+

**Implementation Goals -Evidence Based Strategy 5**

> ***Problem Determined Activities***

+----------------------------------+-----------------------------------+
| 1\. Transportation Access        | 1\. Identify existing sources of  |
|                                  | transportation for sharing.       |
|                                  |                                   |
|                                  | a\. schools, churches, service    |
|                                  | organizations                     |
|                                  |                                   |
|                                  | 2\. "Hands on" automobile repair  |
|                                  | & maintenance.                    |
|                                  |                                   |
|                                  | 3\. Integrate prevention          |
|                                  | education into Youth and Senior   |
|                                  | Driver's                          |
|                                  |                                   |
|                                  | Education Programs.               |
|                                  |                                   |
|                                  | 4\. Provide gas incentives for    |
|                                  | program/service participants.     |
+----------------------------------+-----------------------------------+
| 2\. Service Access               | 1\. Identify and make aware       |
|                                  | existing resources and coordinate |
|                                  | efforts.                          |
|                                  |                                   |
|                                  | 2\. Legislative Education &       |
|                                  | Advocacy.                         |
|                                  |                                   |
|                                  | 3\. Identify existing business    |
|                                  | partners. Ex. Pharmacies          |
|                                  |                                   |
|                                  | 4\. Support/ Increase Levies.     |
|                                  |                                   |
|                                  | 5\. Decrease barriers with        |
|                                  | diverse populations.              |
|                                  |                                   |
|                                  | 6\. Increase services. Ex. ATOD,  |
|                                  | Psychiatric Service Inpatient     |
|                                  |                                   |
|                                  | 7\. Educate existing resources    |
|                                  | such as physicians in prevention, |
|                                  |                                   |
|                                  | Intervention, & treatment.        |
|                                  |                                   |
|                                  | 8\. Increase collaboration with   |
|                                  | Senior Services, RSVP, VOC REHAB, |
|                                  |                                   |
|                                  | MRDD Services                     |
+----------------------------------+-----------------------------------+
| 3\. Alcohol & Other Drugs        | 1\. Adapt existing prevention     |
|                                  | efforts in settings based on      |
|                                  | population need.                  |
|                                  |                                   |
|                                  | 2\. Insure that all existing      |
|                                  | after school programs have        |
|                                  | evidence based                    |
|                                  |                                   |
|                                  | AOD prevention efforts included.  |
|                                  |                                   |
|                                  | 3\. Review and monitor existing   |
|                                  | AOD prevention efforts to         |
|                                  | determine "what's working and     |
|                                  | what's not."                      |
|                                  |                                   |
|                                  | 4\. Focus on the continuum of     |
|                                  | care.                             |
|                                  |                                   |
|                                  | 5\. Communicate the availability  |
|                                  | of programs offered.              |
|                                  |                                   |
|                                  | 6\. Provide AOD physician         |
|                                  | education.                        |
|                                  |                                   |
|                                  | 7\. Provide peer support for      |
|                                  | providers.                        |
|                                  |                                   |
|                                  | 8\. Promote overall good decision |
|                                  | making reaching multiple risk     |
|                                  | factors.                          |
|                                  |                                   |
|                                  | 9\. Increase the number of        |
|                                  | prevention practices that focus   |
|                                  | on environmental chance through   |
|                                  | social marketing efforts.         |
+----------------------------------+-----------------------------------+
| 4\. Family Dysfunction           | 1\. Meet families "where they     |
|                                  | are" by creating non-traditional  |
|                                  | parenting                         |
|                                  |                                   |
|                                  | Programs. Less focus on           |
|                                  | "parenting" more focus on         |
|                                  | creating a healthy                |
|                                  |                                   |
|                                  | Family and community.             |
|                                  |                                   |
|                                  | 2\. Media Tips produced for       |
|                                  | radio, movies, shopping guides,   |
|                                  | newsletters.                      |
|                                  |                                   |
|                                  | 3\. Identify, make aware of, or   |
|                                  | adapt existing efforts, ie. Life  |
|                                  | Skills,                           |
|                                  |                                   |
|                                  | Reality Store, School Based       |
|                                  | Parenting Programs.               |
|                                  |                                   |
|                                  | 4\. Increase protective factors   |
|                                  | and parent support by offering    |
|                                  | after school                      |
|                                  |                                   |
|                                  | Programs and Mentoring programs.  |
|                                  |                                   |
|                                  | 5\. Provide respite care.         |
+----------------------------------+-----------------------------------+
| 5\. Alternative Activities for   |                                   |
| Youth                            |                                   |
+----------------------------------+-----------------------------------+
| 6\. Unemployment                 |                                   |
+----------------------------------+-----------------------------------+
| 7\. Economic Development         | kpaxton                           |
+----------------------------------+-----------------------------------+

**Licking County Strategic Plan Overview**

![](media/image5.png){width="3.125in" height="2.5520833333333335in"}

**Scope of Work**

To build community capacity through the development of a county wide
prevention plan (See Attached Work Plan) to address the areas of
substance abuse and mental health for Licking County.

A full day training on evidence based prevention, technical assistance,
and a strategic planning retreat were facilitated by Kathy Paxton,
Consultant, Center for Substance Abuse Prevention, Central Center for
the Application of Prevention Technologies. The Licking County
Prevention Work Plan was developed (see attached) and will serve as a
guide for future prevention planning efforts. The community learning
process was funded, assisted in facilitation and planning objectives
identified by the Community Mental Health and Recovery Board of Licking
and Knox Counties.

-   Bringing together community entities involved in current prevention
    efforts and those with an interest and commitment to prevention

-   Bringing together data and shared expertise

-   Identifying our shared goals

-   Clarifying where prevention efforts need to focus in Knox County

-   Exploring how our needs work with the direction of the state
    agencies who support prevention services

**Participation of Key Stake Holders**

Fourteen individuals participated in the 2-day strategic planning
retreat representing numerous prevention entities within Knox County.
Each organization represented provides prevention services and with the
exception of one receives dedicated funding for these efforts.

Kim Workman Pathways

Vanessa Stapent Mound Builder's Guidance Center

Lori Carlson Licking County Division of Juvenile & Family Services

Linda Price Newark City Schools

Cindy Webb Licking County Juvenile Court

Kristen McCloud Consortium for a Drug Free Licking County

Cynde Travis Newark High School PRIDE Team

Dick Riley Director, Pathways

Paddy Kutz Mental Health Association of Licking County

Melissa Leonard Mental Health Association of Licking County

Rebecca Varts Licking County Health Department

Jennifer Hughes Children & Families First

Ruth Satterfield Grant Coordinator and Community Liaison,

> Community Mental Health and Recovery Board of Licking and Knox
> Counties

**Guidance Documents and Considerations**

The following resources were reviewed and/or considered during the
development of the prevention plan for Licking County, Ohio.

-   No Child Left Behind

-   President's New Freedom Commission

-   HIPAA Privacy/Confidentiality

-   SAMHSA National Outcome Measures for Mental Health/Substance Abuse
    Prevention & Treatment

-   SAMHSA Prevention Platform Measures & Instruments Resource

-   SAMHSA Prevention Platform Technical Assistance Tools

-   Strategic Prevention Framework Planning Model

-   Evidence Based Feasibility Matrix

-   Prevention Implementation Guide

-   Georgetown University Center for Cultural Competence

-   Ohio's State Code

-   Ohio's Shared Prevention Framework

-   ODADAS Continuum of Care/Service Taxonomy

-   ODADAS Community Plan Guidelines Alignment of Federal & State
    Priorities

> ODADAS Priorities

-   Focus on older adults ≈ 60 yr +

-   Prevention efforts related to families

-   Connection -- workplace AOD issues

-   Community members being full partners

-   FASD

-   Evidence Based Practices

```{=html}
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```
-   Medicaid/Insurance

-   Licensure

-   Local Levies

-   Community Board Procedures

-   Consortium for a Drug-Free Licking County

-   Community Voice

**Definition of Prevention**

Prevention is a proactive multifaceted, multi - community sector process
involving a continuum of culturally appropriate prevention services
which empowers individuals, families and communities to meet the
challenges of life events and transitions by creating and reinforcing
conditions that impact physical, social, emotional, spiritual, and
cognitive well-being and promote safe and healthy behaviors and
lifestyles.

Prevention is a planned sequence of activities that, through the
practice and application of evidence based prevention principles,
policies, practices, strategies and programs, is intended to inform,
educate, develop skills, alter risk behaviors, affect environmental
factors and/or provide referrals to other services

Prevention is prevention is prevention...

**Engaging Additional Participation**

Over 35 individuals were identified and invited to participate in the
planning process for Licking County. Those in attendance identified the
following organizations and individuals for recruitment in future
planning and implementation efforts.

Senior Services

MRDD Services

Extension

Child & Family Services

Salvation Army

Faith Community

Higher Education

**County Impressions from Key Stake Holders**

The individuals participating in this planning retreat have many years
of experience in the field of mental health and substance abuse
prevention and treatment. They offered their professional opinions based
on that experience. Those items are listed as impressions of the current
state of Licking County with regard to mental health and substance abuse
problems.

-   Kids are self medicating

-   Meth use is a problem

-   Kids believe there is more use going on than really happening

-   Lots of sex offenders moving into the county

-   Laws will keep neighbors safe from sex offenders

-   Men ages 25-40 yrs old are number one risk for suicide. Seniors are
    the second highest.

-   Huge waiting list for MH doctor visits

-   65% of kids who drop out of school have untreated MH issues

-   Elder use of drugs, alcohol is a concern

-   Smokeless tobacco use is increasing. Products are heavily marketed.
    Smokeless tobacco is perceived as safe to use.

-   Growing Somali population & people of color, 50% LH school district
    from Franklin County

-   Cross training of Agencies

-   Foster kids from out of county

-   Need to work w/ Franklin County agencies

-   Concerns on Private Foster Care

-   Political environment

-   Insurance Parity for AOD/MH Services

-   40% have no health insurance

-   State of Ohio leads nation in foreclosures, Licking County pretty
    high on state list

-   2400 individuals in LC /year experience 1 night of being homeless

-   "Manufacturing workforce aging out -- lose to third world outsource"

-   "Workforce not prepared to work -- soft skills -- work ethic --
    Pride"

-   Transportation

-   GHS has new collaborative group

-   Increase in AOD Services

-   Safe Community Coalition -- under County Health Dept\\ continued
    funding

-   Suicide Prevention Coalition

-   Getting ahead program based on Bridges over Poverty

-   Lack of Problem solving skills

-   Alcohol -- Increase in flavored

-   Gallup Poll 2006 - #1 problem facing teens-AOD 31% Education 14%
    Violence/gangs 6%, Consortium

-   Lack of parenting skills -- setting boundaries

**Capacity**

Table 1 categorizes the human, physical, fiscal, and human capacity as
the participants determined applicable to planning prevention work in
Licking County.

+----------------------------------+-----------------------------------+
| Human                            | Physical                          |
+----------------------------------+-----------------------------------+
| \*Volunteerism present, 38%      | \*YMCA \*Gov't Buildings          |
| volunteer per Blueprints         | \*Schools                         |
|                                  |                                   |
| \*Schools \*MH agencies \*AOD    | \*Library \*Higher Ed \*Churches  |
| agencies                         |                                   |
|                                  | \*Camps \*Parks \*Civic places    |
| \*Juvenile Court \*DJFS \*Non    |                                   |
| profits                          | \*Banks \*United Way \*MGC        |
|                                  |                                   |
| \*Dept. of Health \*CFFC \*Law   | \*State Farm \*Pathways \*Owens   |
| Enforcement                      | Corning                           |
|                                  |                                   |
| \*Youth \*YMCA \*CMHRB           | \*LAPP \*Opportunity Links        |
|                                  | \*Grand Host East                 |
| \*Civic Groups \*Churches        |                                   |
| \*Businesses                     | \*Cherry V. Lodge \*Longeberger   |
|                                  | \*Local Motel/Hotel               |
| \*Media \*Parents \*Seniors      |                                   |
|                                  | \*Grange Halls \*Pools \*Bowling  |
| \*Medical                        |                                   |
|                                  | \*Roller Rink                     |
+----------------------------------+-----------------------------------+
| Fiscal                           |                                   |
+----------------------------------+-----------------------------------+
| \*TANF \$ for special            |                                   |
| populations \*SAMHSA \$91,120    |                                   |
| yr/3yrs                          |                                   |
|                                  |                                   |
| \*ODH \$46,000 \*United Way      |                                   |
|                                  |                                   |
| \*OTPF \$140,000 -- 150,000      |                                   |
| \*Pathways \$350,000             |                                   |
|                                  |                                   |
| \*CMHRB \*Licking Co. Foundation |                                   |
|                                  |                                   |
| \*Osteopathic Heritage           |                                   |
| Foundation \$100,000. \*CFFC     |                                   |
|                                  |                                   |
| \*Susan B. Koman \$ \*Children's |                                   |
| Trust Fund                       |                                   |
|                                  |                                   |
| \*NCS/SASSP \$64,000 \*NCS/SDFSC |                                   |
| \~ \$40,000                      |                                   |
|                                  |                                   |
| \*FAST \$38,000 \*Child Abuse    |                                   |
| Prev. Month \$                   |                                   |
+----------------------------------+-----------------------------------+
| Asset Focus                      | Resource Assessment               |
+----------------------------------+-----------------------------------+
| \*Media \*Churches \*Hospital    | \*Youth \*Local Economy           |
|                                  |                                   |
| \*Gov't \*Businesses \*Civic     | \*Many untapped resources \* Some |
| Groups                           | over tapped resources             |
|                                  |                                   |
| \*LC Foundation \*Boeing         | \*High \# of services/agencies    |
| \*Network w/key people           |                                   |
+----------------------------------+-----------------------------------+
| In-Kind Resources                |                                   |
+----------------------------------+-----------------------------------+
| \*Space \*Materials \*Staff      |                                   |
|                                  |                                   |
| \*Volunteers \*Food              |                                   |
| \*Transportation                 |                                   |
|                                  |                                   |
| \*Media \*Programming            |                                   |
| \*Childcare                      |                                   |
+----------------------------------+-----------------------------------+

**Generalized Demographic View**

Licking County is located in central Ohio directly east of Franklin
County, home of Columbus, the state's capital. Geographically, Licking
County is the second largest county in Ohio. Regarding population, the
[2000 U.S. Census](http://www.lcounty.com/census.php) shows Licking
County as the seventeenth largest and the seventeenth fastest growing
county in Ohio. As of 2000, the population was 145,491. According to the
[U.S. Census Bureau](http://en.wikipedia.org/wiki/U.S._Census_Bureau),
the population was 152,866 in 2004. Its [county
seat](http://en.wikipedia.org/wiki/County_seat) is Newark.

**Data Review**

The Licking County participants reviewed and analyzed guidance documents
and county level data\* to determine trends and prioritize needs.
Tables2-5, below categorizes the data into prevalence, perception,
indicators, assets, needs, protection and risks sub groups. It was
determined that gaps in data, clarification and centralized location of
data serve as barriers in making data driven decisions. Table 6 lists
recommendations for further assessment inquiries. As additional data
become available the group will review and adjust planning efforts based
on community determined need.

> *\***Data ***
>
> ♦Newark County Schools ATOD Survey 2004-2005
>
> ♦DFC Consortium National Data
>
> ♦Moving Toward a Stronger Licking County Community Assessment 3/06
>
> ♦US Census, 2000, 2004
>
> ♦Partnerships for Success Community Plan Update 2005

♦ODH Youth Behavior Risk Survey 05

♦New Beginnings 2006 filings

Table 2

+--------------------------------------+-------------------------------+
| Prevalence                           | Perception                    |
+--------------------------------------+-------------------------------+
| Data:                                | Data:                         |
|                                      |                               |
| \*Drug use down in all categories    | \*AOD "right of passage",     |
| except smokeless tobacco, NCS ATOD   | "phase"                       |
| Survey 04 to 05 (timing change of    |                               |
| when surveys given might be relevant | \*AA has highest membership   |
| to note, and age change)             | in county (decreasing stigma  |
|                                      | of use/peer pressure/denial)  |
| \*8^th^ grade students higher usage  |                               |
| of Alcohol, marijuana and tobacco    | \*MH stigma higher than AOD   |
| than state and National Statistics   |                               |
| -- Consortium                        | \*Kids say they use to fit    |
|                                      | in/peer pressure and parental |
| \*High substance abuse, PFS          | and sibling use in front of   |
|                                      | them                          |
| \*9.6% of students 6-12 grade        |                               |
| reported binge drinking in last 2    | \*General Access to           |
| weeks, NCS ATOD Survey 05            | Healthcare, Blueprint, \*Top  |
|                                      | Issue                         |
| \*High family violence, PFS          |                               |
|                                      | \*Parents tend to think there |
| \*"affected by AOD use" Major, Youth | is less of a problem          |
| greater than adults. Community       |                               |
| Blueprints                           |                               |
|                                      |                               |
| Adults Youth                         |                               |
|                                      |                               |
| Major effect 2500 2200               |                               |
|                                      |                               |
| Moderate effect 2800 3400            |                               |
|                                      |                               |
| Minor effect 7500 3400               |                               |
|                                      |                               |
| \*10^th^ grade students affected     |                               |
| more than any grade level:           |                               |
| violence/sex                         |                               |
| behaviors/MH/injury/alcohol and      |                               |
| drugs, ODH- Youth Behavior Risk      |                               |
| Survey 05                            |                               |
|                                      |                               |
| \*"affected by MH issues". Community |                               |
| Blueprints                           |                               |
|                                      |                               |
| Adults Youth                         |                               |
|                                      |                               |
| Major effect 18,800 4100             |                               |
|                                      |                               |
| Moderate effect 18,800 9400          |                               |
|                                      |                               |
| Minor effect 22,000 16,200           |                               |
|                                      |                               |
| \*13% of 6-12^th^ grade students     |                               |
| indicated "4 + drinks per day pose   |                               |
| no or little risk. NCS ATOD Survey   |                               |
|                                      |                               |
| \*Onset of ATOD use highest 6^th^    |                               |
| -9^th^ grades, NCS ATOD Survey 04    |                               |
| and 05                               |                               |
+--------------------------------------+-------------------------------+

Table3

+-----------------------------------+----------------------------------+
| Indicators                        |                                  |
+-----------------------------------+----------------------------------+
| Data:                             |                                  |
|                                   |                                  |
| \*Domestic Violence more than     |                                  |
| quadrupled since mid 90's, New    |                                  |
| Beginnings 2006 filings           |                                  |
|                                   |                                  |
| \*39% 35-54 / 65% Female          |                                  |
|                                   |                                  |
| 92% Caucasian                     |                                  |
|                                   |                                  |
| Income 14% 50,000 -- 74,999       |                                  |
|                                   |                                  |
| 34% did not respond               |                                  |
|                                   |                                  |
| 5% children in county below       |                                  |
| poverty level 2000, Blueprint     |                                  |
|                                   |                                  |
| \*Highest growing area of         |                                  |
| employment is service sector,     |                                  |
| \$213/week avg., Workforce        |                                  |
| Development                       |                                  |
|                                   |                                  |
| \*2000-July 2003 3.4% County      |                                  |
| Population ↑ , (western licking   |                                  |
| co), .7 state SAMHSA              |                                  |
|                                   |                                  |
| \*80% of open/ongoing Children's  |                                  |
| Service cases involve MH/AOD      |                                  |
|                                   |                                  |
| \*Licking County exceeds state    |                                  |
| average of women giving birth who |                                  |
| smoke                             |                                  |
|                                   |                                  |
| 20.7% 18.9                        |                                  |
|                                   |                                  |
| \*2002, 53% of confirmed abuse    |                                  |
| cases involved substance abuse    |                                  |
|                                   |                                  |
| \*↑2004 -- 2005, 6^th^ --         |                                  |
| 12^th^ - ↑681 students in NCS     |                                  |
|                                   |                                  |
| \*1,204 households headed by      |                                  |
| single parent and below poverty   |                                  |
| level                             |                                  |
|                                   |                                  |
| \*2,200 total household below     |                                  |
| poverty level homeless            |                                  |
+-----------------------------------+----------------------------------+

Table 4

+-----------------------------------+----------------------------------+
| Assets                            | Needs                            |
+-----------------------------------+----------------------------------+
| Data:                             | Data:                            |
|                                   |                                  |
| \*Collaborative Efforts very      | \*Only 2% of MH funds spent on   |
| strong                            | MH Prevention                    |
|                                   |                                  |
| \*Pathways Information and        | \*How to sustain prevention      |
| Referral Service                  | funding                          |
|                                   |                                  |
| \*CMHRB contributes \~2.5 mil to  | \- Community Problem             |
| AOD Prevention + treatment        |                                  |
|                                   | \*Need overall coordination of   |
| \*Schools willing to survey       | Prioritizing so funding occurs   |
| students                          | in right way                     |
|                                   |                                  |
| \*Strong Tobacco Free Coalition   | \- Community owned plan          |
| -- effective in leading Policy Δ  |                                  |
|                                   | \*With consortium & other        |
| \*Consortium (not direct service) | efforts will increase demand     |
|                                   |                                  |
| \*Weed & Seed                     | \- in school programs            |
|                                   |                                  |
| \*KIDS TEAM/KID'S PLACE           | \- treatment                     |
|                                   |                                  |
| \*Ability to access federal,      | \*Reduce stigma for both AOD &   |
| state & local \$                  | MI                               |
|                                   |                                  |
| \*Key community leaders willing   | \*Involve youth                  |
| to step up, Blueprint             |                                  |
|                                   | \*Involve other sectors -- law   |
| \*Committed to collect data       | enforcement, business, media     |
|                                   |                                  |
| \*More focus on Prevention        | \*Support Groups for women &     |
|                                   | children who have been sexually  |
| \*Strength based / recovery based | abused                           |
| focus                             |                                  |
|                                   | \*Support groups for sex         |
| \*Personnel stay around           | offenders                        |
|                                   |                                  |
| \*Use developmental asset model   | \*Need affordable, safe housing  |
|                                   |                                  |
|                                   | \*Reach families on how to be    |
|                                   | self sufficient                  |
+-----------------------------------+----------------------------------+

Table 5

+-----------------------------------+----------------------------------+
| Protection                        | Risks                            |
+-----------------------------------+----------------------------------+
| Data:                             | Data:                            |
|                                   |                                  |
| \*Family Support                  | \*Affordable, Adequate childcare |
|                                   |                                  |
| \*Youth Programs                  | \*Parental favorable attitudes   |
|                                   |                                  |
| \*Strong sense of neighborhood    | \*Community norms towards AOD    |
|                                   |                                  |
| \*Problem solving skills in       | \*Lone neighborhood detachment   |
| family                            |                                  |
|                                   | \*Community deterioration        |
| \*40 development assets           |                                  |
|                                   | \*Parents want to be friends     |
|                                   | with kids                        |
|                                   |                                  |
|                                   | \*Family violence                |
|                                   |                                  |
|                                   | \*AOD Abuse                      |
|                                   |                                  |
|                                   | \*Reduced funding                |
|                                   |                                  |
|                                   | \*Peer usage AOD                 |
|                                   |                                  |
|                                   | \*Teenage Parents                |
|                                   |                                  |
|                                   | \*Aging population - ↑ poverty   |
|                                   |                                  |
|                                   | Risk For:                        |
|                                   |                                  |
|                                   | \*Out of home placement          |
|                                   |                                  |
|                                   | \*Unsupervised Youth             |
|                                   |                                  |
|                                   | \*School dropouts -- truancy     |
|                                   |                                  |
|                                   | \*Violence                       |
|                                   |                                  |
|                                   | \*Incarcerated Youth/Adults      |
|                                   |                                  |
|                                   | \*AOD related issues -- crime,   |
|                                   | teen pregnancy., death           |
|                                   |                                  |
|                                   | \*Perpetuating cycle of          |
|                                   | substance abuse+ cycle of        |
|                                   | poverty                          |
+-----------------------------------+----------------------------------+

Table 6

+-----------------------------------------------------------------------+
| Recommendations/Questions for Further Review                          |
+-----------------------------------------------------------------------+
| \*Community Blueprints Data is age 19+ (Youth under-represented)      |
|                                                                       |
| \*Need to collect local data on MH status of drop-outs                |
|                                                                       |
| \*Need local data on MH status of youth in school                     |
|                                                                       |
| \*Need local data on Elder AOD abuse                                  |
|                                                                       |
| \*Survey of 10^th^ grade students (YRBS, 2005) -- Why affected more   |
| than any other grade level?                                           |
|                                                                       |
| \*Data on Meth use (arrest records, etc.)                             |
|                                                                       |
| \*Data on Prescription Drug Abuse                                     |
|                                                                       |
| \*Data on self-medication                                             |
|                                                                       |
| \*Data on kids removed from homes w/ AOD &/or MH issues               |
|                                                                       |
| \*Data on % not insured                                               |
|                                                                       |
| \*ODH Data for Licking County                                         |
|                                                                       |
| \*Impact of change of Governor on statewide initiatives               |
|                                                                       |
| \*What happens w/data from Safe Communities Coalition, Suicide        |
| Prevention Coalition., Youth mortality rates?                         |
|                                                                       |
| \*Need repository for community data.                                 |
+-----------------------------------------------------------------------+

**Recommendations Based on Data Review**

After the data review and analysis the participants discussed possible
implementation activities and decided upon these initial recommendations
in preparation for developing a work plan:

-   Repository/data clearinghouse

-   Education/information about ATOD, violence, MH issues, birth to
    death, to the general population

-   Family focused services or life cycle prevention

-   Social marketing

-   Substance abuse/violence needs priority

    -   Skill building

    -   Mentoring

    -   Modeling

    -   Changing values

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```
-   Engage decision makers to get buy in from various stakeholders, ex:
    law enforcement, and a commitment to participate

-   Provide opportunities for youth to engage with community

-   Engage workforce development in planning

-   Addressing the culture of poverty

+-----------------+----------------+---------+------------+-----------+
| **Strategy**    | **Action       | **Tim   | **R        | **P       |
|                 | Steps**        | eline** | esponsible | rogress** |
|                 |                |         | Person**   |           |
+-----------------+----------------+---------+------------+-----------+
| **Strategy 1:   | 1\. Complete   |         |            |           |
| Seek and        | an inventory   |         |            |           |
| coordinate      | of money       |         |            |           |
| federal, state  | available in   |         |            |           |
| and other       | Licking        |         |            |           |
| funding to      | County, and    |         |            |           |
| leverage        | who has what   |         |            |           |
| support for     | money          |         |            |           |
| Licking County  |                |         |            |           |
| Prevention      |                |         |            |           |
| Plan.**         |                |         |            |           |
+-----------------+----------------+---------+------------+-----------+
| **Strategy 2:   | 1\. Create a   |         |            |           |
| Work together   | list/online    |         |            |           |
| to maintain a   | site tracking  |         |            |           |
| strong          | who is         |         |            |           |
| prevention      | applying for   |         |            |           |
| workforce that  | what grants    |         |            |           |
| is well trained | and their      |         |            |           |
| and             | intended use.  |         |            |           |
| experienced.**  |                |         |            |           |
|                 | 2\. Create a   |         |            |           |
|                 | shared grant   |         |            |           |
|                 | writer         |         |            |           |
|                 | development    |         |            |           |
|                 | person.        |         |            |           |
+-----------------+----------------+---------+------------+-----------+
| **Strategy 3:   | 1\. Add key    |         |            |           |
| Continue to     | players -- law |         |            |           |
| collect and     | enforcement,   |         |            |           |
| provide data to | funders, youth |         |            |           |
| a central       | , drug and     |         |            |           |
| collection      | alcohol -- to  |         |            |           |
| site, to        | this team and  |         |            |           |
| capture needs,  | continue to    |         |            |           |
| impact of       | meet to take   |         |            |           |
| community       | action and     |         |            |           |
| prevention      | define our     |         |            |           |
| efforts, and    | action steps.  |         |            |           |
| evaluate        |                |         |            |           |
| prevention      |                |         |            |           |
| progress.**     |                |         |            |           |
+-----------------+----------------+---------+------------+-----------+
| **Strategy 4:   | 1\. Develop    |         |            |           |
| Communicate     | and implement  |         |            |           |
| effectively     | protocols for  |         |            |           |
| with each       | communication  |         |            |           |
| other, local    |                |         |            |           |
| partners, the   | 2\. Access     |         |            |           |
| media and the   | resources to   |         |            |           |
| public.**       | maintain       |         |            |           |
|                 | communication  |         |            |           |
|                 | network        |         |            |           |
|                 |                |         |            |           |
|                 | 3\. Develop a  |         |            |           |
|                 | platform for   |         |            |           |
|                 | community      |         |            |           |
|                 | voice of all   |         |            |           |
|                 | sectors        |         |            |           |
|                 |                |         |            |           |
|                 | 4\. Provide    |         |            |           |
|                 | regular        |         |            |           |
|                 | reports to     |         |            |           |
|                 | local          |         |            |           |
|                 | legislators on |         |            |           |
|                 | prevention     |         |            |           |
|                 | efforts        |         |            |           |
+-----------------+----------------+---------+------------+-----------+
| **Strategy 5:   | 1\. Focus      |         |            |           |
| Promote         | prevention     |         |            |           |
| identification  | efforts on all |         |            |           |
| and             | demographic    |         |            |           |
| implementation  | groups         |         |            |           |
| of              |                |         |            |           |
| evidence-based  | 2\. Educate    |         |            |           |
| prevention      | and share      |         |            |           |
| programs,       | effective      |         |            |           |
| policies,       | practices in   |         |            |           |
| strategies and  | culturally     |         |            |           |
| activities      | competent way  |         |            |           |
| based on        |                |         |            |           |
| needs**         | 3\. Link with  |         |            |           |
|                 | colleges and   |         |            |           |
| **assessments   | universities   |         |            |           |
| and prevention  | to partner     |         |            |           |
| data that are   | prevention     |         |            |           |
| cost effective  | efforts        |         |            |           |
| and impact risk |                |         |            |           |
| and protective  | 4\. Prevention |         |            |           |
| factors in      | efforts will   |         |            |           |
| multiple        | focus on       |         |            |           |
| domains of      | addressing     |         |            |           |
| community,      | issues of      |         |            |           |
| school, family, | stigma         |         |            |           |
| individual and  |                |         |            |           |
| peers.**        |                |         |            |           |
+-----------------+----------------+---------+------------+-----------+
| **Strategy 6:   | 1\. Link       |         |            |           |
| Continue        | collaboratives |         |            |           |
| collaboration   | working on     |         |            |           |
| of community    | prevention     |         |            |           |
| planning groups | efforts to     |         |            |           |
| to provide a    | agree upon one |         |            |           |
| comprehensive,  | overall plan   |         |            |           |
| cohesive plan   | for the county |         |            |           |
| to maintain and |                |         |            |           |
| enhance all     |                |         |            |           |
| effective       |                |         |            |           |
| prevention      |                |         |            |           |
| efforts         |                |         |            |           |
| throughout      |                |         |            |           |
| Licking         |                |         |            |           |
| County.**       |                |         |            |           |
+-----------------+----------------+---------+------------+-----------+

**Internal Audit Expenses**

**Cambridge Prevention Coalition**

  -------------------------- ------------- ------------- ------------- -------------
  **Expenses**               **Year 1**    **Year 2**    **Year 3**    **Year 4**

  Coalition Director (1 FTE) 52,000        53,500        55,000        56,500

  Community Trainer (1 FTE)  48,000        49,500        51,000        52,500

  Communication Specialist   16,000        17,000        18,000        19,000
  (.5 FTE)                                                             

  GIS Specialist (.2 FTE)    5,000         5,000         1,000         1,000

  Grants Management (.2 FTE) 10,000        11,000        12,000        13,000

  **Total Personnel Costs**  **131,000**   **136,000**   **137,000**   **142,000**

                                                                       

                                                                       

  SSRE (Evaluator)           20,000        20,000        20,000        20,000

  Caspar Inc. (Youth Program 25,000        25,000        25,000        25,000
  Staff)                                                               

  CauseMedia Advertising     15,000        10,000        10,000        10,000

  Youth Stipends             1,200         1,200         1,400         1,400

  **Total Consulting Costs** **61,200**    **56,200**    **56,400**    **56,400**

                                                                       

                                                                       

  Office Supplies            1,200         1,200         1,200         1,200

  Print Social Marketing Ads 500           2,000         4,000         6,000

  Brochures                  600           600           600           600

  Coalition Newsletter       500           500           550           550

  Food for Meetings          1,200         1,200         1,200         1,200

  Binders for Annual Drug    1,200         1,200         1,300         1,300
  Survey                                                               

  **Total Supplies**         **5,200**     **6,700**     **8,850**     **10,850**

                                                                       

                                                                       

  2 Staff to attend CSAP     1,500         1,500         1,600         1,700
  Meeting                                                              

  2 Staff to attend DPH      800           800           900           900
  State Conf.                                                          

  Mileage                    250           250           250           300

  **Total Travel**           **2,550**     **2,550**     **2,750**     **2,900**

                                                                       

                                                                       

  Postage for Minutes        300           300           350           350

  Postage for Brochures      500           500           550           550

  **Total Postage**          **800**       **800**       **900**       **900**

                                                                       

                                                                       

  Laptop                     1,200         0             0             0

  Projector                  0             1,200         0             0

  **Total Equipment**        **1,200**     **1,200**     **0**         **0**

                                                                       

                             **Year 1**    **Year 2**    **Year 3**    **Year 4**

  **Year Totals**            **201,950**   **203,450**   **205,900**   **213,050**
  -------------------------- ------------- ------------- ------------- -------------

**Internal Audit Funding**

**Cambridge Prevention Coalition**

+------+------------------------+--------+--------+--------+--------+
| **   | **Current Funding**    | **Year | **Year | **Year | **Year |
| Sust |                        | 1**    | 2**    | 3**    | 4**    |
| aini |                        |        |        |        |        |
| ng** |                        | **(2   | **(2   | **(2   | **(2   |
|      |                        | 005)** | 006)** | 007)** | 008)** |
| **   |                        |        |        |        |        |
| Stra |                        |        |        |        |        |
| tegi |                        |        |        |        |        |
| es** |                        |        |        |        |        |
|      |                        |        |        |        |        |
| (1   |                        |        |        |        |        |
| -10) |                        |        |        |        |        |
+------+------------------------+--------+--------+--------+--------+
|      | Drug Free Communities  | 1      | 1      | 1      | 0      |
|      | Grant                  | 00,000 | 00,000 | 00,000 |        |
+------+------------------------+--------+--------+--------+--------+
|      | Mass. Department of    | 1      | 1      | 1      | 1      |
|      | Public Health Grant    | 00,000 | 00,000 | 00,000 | 00,000 |
|      | (BSAS)                 |        |        |        |        |
+------+------------------------+--------+--------+--------+--------+
|      | Cambridge Liquor       | 0      | 5,000  | 5,000  | 5,000  |
|      | Advisory Board (CLAB)  |        |        |        |        |
+------+------------------------+--------+--------+--------+--------+
| *    | Cambridge Health       | 5,000  | 5,000  | 10,000 | 15,000 |
| *8** | Alliance (Support      |        |        |        |        |
|      | Health Survey)         |        |        |        |        |
|      |                        |        |        |        |        |
|      | Develop New Fees       |        |        |        |        |
+------+------------------------+--------+--------+--------+--------+
| *    | MIT Donation           | 7,500  | 7,500  | 12,000 | 12,000 |
| *8** |                        |        |        |        |        |
|      | (Support Fraternity    |        |        |        |        |
|      | Training)              |        |        |        |        |
+------+------------------------+--------+--------+--------+--------+
| *    | City of Cambridge Line | 0      | 0      | 25,000 | 55,000 |
| *2** | Item                   |        |        |        |        |
+------+------------------------+--------+--------+--------+--------+
| *    | Youth Development      | 0      | 0      | 20,000 | 30,000 |
| *6** | Funding (New Grant)    |        |        |        |        |
+------+------------------------+--------+--------+--------+--------+
| **   | Fee Schedule for       | 0      | 0      | 6,000  | 6,000  |
| 10** | Server Training (12    |        |        |        |        |
|      | per year)              |        |        |        |        |
+------+------------------------+--------+--------+--------+--------+
| **   | Manager Level Training | 0      | 0      | 2,000  | 4,000  |
| 10** | (Year1-4, Year 2-8)    |        |        |        |        |
+------+------------------------+--------+--------+--------+--------+
| **   | Mandated Server        | 0      | 0      | 3,000  | 3,000  |
| 11** | Training for Liquor    |        |        |        |        |
|      | Licensees in Violation |        |        |        |        |
+------+------------------------+--------+--------+--------+--------+
| *    | Utilize City Print     | 0      | 0      | 0      | 5,000  |
| *5** | Shop (Printing Costs   |        |        |        |        |
|      | Saved)                 |        |        |        |        |
+------+------------------------+--------+--------+--------+--------+
| **P  |                        | **212  | **217  | **283  | **235  |
| roje |                        | ,500** | ,500** | ,000** | ,000** |
| cted |                        |        |        |        |        |
| To   |                        |        |        |        |        |
| tals |                        |        |        |        |        |
| (Fu  |                        |        |        |        |        |
| ndin |                        |        |        |        |        |
| g)** |                        |        |        |        |        |
+------+------------------------+--------+--------+--------+--------+
| **P  |                        | **201  | **203  | **205  | **213  |
| roje |                        | ,950** | ,450** | ,900** | ,050** |
| cted |                        |        |        |        |        |
| Bud  |                        |        |        |        |        |
| gets |                        |        |        |        |        |
| (    |                        |        |        |        |        |
| 2005 |                        |        |        |        |        |
| -200 |                        |        |        |        |        |
| 8)** |                        |        |        |        |        |
+------+------------------------+--------+--------+--------+--------+
| **P  |                        | **10   | **14   | **77   | **21   |
| roje |                        | ,550** | ,050** | ,100** | ,950** |
| cted |                        |        |        |        |        |
| Lag  |                        |        |        |        |        |
| A    |                        |        |        |        |        |
| ccou |                        |        |        |        |        |
| nt** |                        |        |        |        |        |
+------+------------------------+--------+--------+--------+--------+

1.  **Sustainability Committee**

2.  **A line Item in an existing budget / city /county**

3.  **Similar Mission Organizations**

4.  **Corporate Resources / Payroll Giving**

5.  **Contributions / In Kind support**

6.  **Fund Raising / Third Party Funding**

7.  **Public Funding / Donors**

8.  **Fee for Service / Dues**

9.  **Endowments / Membership Program**

10. **Developing / Marketing Products**

11. **Penalty Revenue For Prevention**

**Sustainability Strategy Action Steps**

**Cambridge Prevention Coalition**

+---+----------------+---------------------------+--------------+-----+
| * | **Goal**       | **Action Step**           | **R          | **  |
| * |                |                           | esponsible** | Dat |
| \ |                |                           |              | e** |
| # |                |                           |              |     |
| * |                |                           |              |     |
| * |                |                           |              |     |
+---+----------------+---------------------------+--------------+-----+
| * | Form a Fiscal  | 1.  Invite Executive      | Chuck        | 1   |
| * | Sustainability |     Committee             |              | /06 |
| 1 | Committee      |                           |              |     |
| * |                |                           |              |     |
| * |                |                           |              |     |
+---+----------------+---------------------------+--------------+-----+
|   |                | 2.  Meet with Grants      | Chuck,       | 1   |
|   |                |     Manager               | Rachel       | /06 |
+---+----------------+---------------------------+--------------+-----+
|   |                | 3.  Schedule First        | Chuck        | 2   |
|   |                |     Meeting               |              | /06 |
+---+----------------+---------------------------+--------------+-----+
|   |                |                           |              |     |
+---+----------------+---------------------------+--------------+-----+
| * | Cambridge      | 1.  Meet with City        | Chuck        | 1   |
| * | Health         |     Officials             |              | /06 |
| 8 | Alliance --    |                           |              |     |
| * | Health Survey  |                           |              |     |
| * |                |                           |              |     |
|   | (Increase      |                           |              |     |
|   | Fees)          |                           |              |     |
+---+----------------+---------------------------+--------------+-----+
|   |                | 2.  Propose new fees to   | Chuck        | 3   |
|   |                |     Health Survey         |              | /06 |
|   |                |     Committee             |              |     |
+---+----------------+---------------------------+--------------+-----+
|   |                | 3.  Implement New Fees    | Chuck        | 7   |
|   |                |                           |              | /07 |
+---+----------------+---------------------------+--------------+-----+
|   |                |                           |              |     |
+---+----------------+---------------------------+--------------+-----+
| * | Convert MIT    | 1.  Meet with MIT         | Chuck, Frank | 6   |
| * | Donation to    |     Community Dev.        |              | /06 |
| 8 | Fee for        |                           |              |     |
| * | Services for   |                           |              |     |
| * | Fraternity     |                           |              |     |
|   | Training       |                           |              |     |
+---+----------------+---------------------------+--------------+-----+
|   |                | 2.  Propose New Fee       | Chuck, Frank | 9   |
|   |                |     Schedule              |              | /06 |
+---+----------------+---------------------------+--------------+-----+
|   |                | 3.  Implement New         | Chuck        | 9   |
|   |                |     Schedule              |              | /07 |
+---+----------------+---------------------------+--------------+-----+
|   |                | 4.  Evaluate New Schedule | Chuck        | 9   |
|   |                |                           |              | /08 |
+---+----------------+---------------------------+--------------+-----+
|   |                |                           |              |     |
+---+----------------+---------------------------+--------------+-----+
| * | Develop a City | 1.  Meet with P& D        | Chuck        | 6   |
| * | of Cambridge   |     Supervisor            |              | /06 |
| 2 | Line Item      |                           |              |     |
| * | (Salaries)     |                           |              |     |
| * |                |                           |              |     |
+---+----------------+---------------------------+--------------+-----+
|   |                | 2.  Propose Line Item to  | Chuck,       | 9   |
|   |                |     City                  | Stephanie    | /06 |
+---+----------------+---------------------------+--------------+-----+
|   |                | 3.  Implement New Line    | Stephanie    | 7   |
|   |                |                           |              | /07 |
+---+----------------+---------------------------+--------------+-----+
|   |                |                           |              |     |
+---+----------------+---------------------------+--------------+-----+
| * | Diversify      | 1.  Meet with Grants      | Chuck,       | 1   |
| * | Youth          |     Manager               | Rachel       | /06 |
| 6 | Development    |                           |              |     |
| * | Funding (New   |                           |              |     |
| * | Grant)         |                           |              |     |
+---+----------------+---------------------------+--------------+-----+
|   |                | 2.  Set up Mtg. With      | Chuck,       | 2   |
|   |                |     Caspar                | Rachel,      | /06 |
|   |                |                           | Julie        |     |
+---+----------------+---------------------------+--------------+-----+
|   |                | 3.  Choose 2 new RFR's    | Rachel,      | 6   |
|   |                |                           | Julie        | /06 |
+---+----------------+---------------------------+--------------+-----+
|   |                | 4.  New Funding in Place  | Rachel       | 7   |
|   |                |                           |              | /07 |
+---+----------------+---------------------------+--------------+-----+
|   |                |                           |              |     |
+---+----------------+---------------------------+--------------+-----+
| * | Fee Schedule   | 1.  Meet / Liquor         | Frank        | 1   |
| * | for Server     |     Commission Chair      |              | /06 |
| 1 | Training       |                           |              |     |
| 0 |                |                           |              |     |
| * |                |                           |              |     |
| * |                |                           |              |     |
+---+----------------+---------------------------+--------------+-----+
|   |                | 2.  Write the Fee Policy  | Frank,       | 3   |
|   |                |                           | Richard      | /06 |
+---+----------------+---------------------------+--------------+-----+
|   |                | 3.  Implement Fees        | Richard,     | 7   |
|   |                |                           | Frank        | /07 |
+---+----------------+---------------------------+--------------+-----+
|   |                |                           |              |     |
+---+----------------+---------------------------+--------------+-----+
| * | Develop        | 1.  Hire a Consultant /   | Chuck        | 1   |
| * | Manager Level  |     Writer                |              | /06 |
| 1 | Training for   |                           |              |     |
| 0 | Package Stores |                           |              |     |
| * |                |                           |              |     |
| * |                |                           |              |     |
+---+----------------+---------------------------+--------------+-----+
|   |                | 2.  Propose a Draft to    | Frank        | 3   |
|   |                |     Liquor Commission     |              | /06 |
+---+----------------+---------------------------+--------------+-----+
|   |                | 3.  Print Training Manual | Frank        | 6   |
|   |                |     and Booklets          |              | /06 |
+---+----------------+---------------------------+--------------+-----+
|   |                | 4.  Pilot First Round of  | Frank,       | 8   |
|   |                |     Training              | Richard      | /06 |
+---+----------------+---------------------------+--------------+-----+
|   |                |                           |              |     |
+---+----------------+---------------------------+--------------+-----+
| * | Mandated Fee   | 1.  Meet with Liquor      | Chuck, Frank | 3   |
| * | for Liquor     |     Commission Chair to   |              | /06 |
| 1 | Licensees in   |     Propose New Fees      |              |     |
| 1 | Violation      |                           |              |     |
| * |                |                           |              |     |
| * |                |                           |              |     |
+---+----------------+---------------------------+--------------+-----+
|   |                | 2.  Write the Policy      | Richard      | 6   |
|   |                |                           |              | /06 |
+---+----------------+---------------------------+--------------+-----+
|   |                | 3.  Implement New Fees    | Richard      | 6   |
|   |                |                           |              | /07 |
+---+----------------+---------------------------+--------------+-----+
|   |                |                           |              |     |
+---+----------------+---------------------------+--------------+-----+
| * | City Print     | 1.  Propose That The City | Chuck        | 6/0 |
| * | Shop           |     Offer In-Kind         |              |     |
| 5 |                |     Printing Services     |              |     |
| * |                |                           |              |     |
| * |                |                           |              |     |
+---+----------------+---------------------------+--------------+-----+

1.  **Sustainability Committee**

2.  **A line Item in an existing budget / city /county**

3.  **Similar Mission Organizations**

4.  **Corporate Resources / Payroll Giving**

5.  **Contributions / In Kind support**

6.  **Fund Raising / Third Party Funding**

7.  **Public Funding / Donors**

8.  **Fee for Service / Dues**

9.  **Endowments / Membership Program**

10. **Developing / Marketing Products**

11. Penalty Revenue For Prevention

[^1]: *Glanz, K. and Rimer, B. K. (1997). Theory at a Glance, A Guide
    for Health Promotion Practice. U.S. Department of Health and Human
    Services, National Institute of Health.*

[^2]: *Center for Substance Abuse Prevention. (2002). Science-Based
    Prevention Programs and Principles: Effective Substance Abuse and
    Mental Health Programs for Every Community.*

[^3]: *Communities that Care®, (2000). Prevention Strategies: A Research
    Guide to What Works, Developmental Research and Programs, Inc.*