**Substance Abuse**

**Prevention Specialist**

**Training**

**FACILITATOR MANUAL**

**December 2005**

> National Centers for the Application of Prevention Technologies
>
> In 1997, SAMHSA\'s Center for Substance Abuse Prevention funded
> regional Centers for the Application of Prevention Technologies
> (CSAP\'s CAPTs). The primary mission of the five regional CAPTs is to
> assist the prevention field in the application of evidence-based
> prevention strategies and programs. This product is designed to assist
> us to fulfill this mission.
>
> The Substance Abuse Prevention Specialist Training (SAPST) curriculum
> was developed by CSAP\'s Western CAPT in 1989, and adopted by CSAP\'s
> National CAPT steering committee, in response to the multiple requests
> from prevention specialists in state agencies and community-based
> organizations. After carefully reviewing existing curricula, the
> Prevention Generalist Training produced by the Colorado Alcohol and
> Drug Abuse Division was chosen as a model. Great appreciation is
> extended to the Colorado Alcohol and Drug Abuse Division for
> permission to use material from the Prevention Generalist Training and
> to revise and modify it as needed. This unselfish sharing of material
> is a wonderful example of Colorado\'s commitment to improving the
> prevention field.

A professionally trained workforce is extremely important to the
continuing improvement in prevention services. The SAPST curriculum is
designed to provide both pre-service and in-service prevention
professionals with up-to-date, evidence-based information to the
prevention field. This newly revised edition has the most current
information available on evidence-based prevention practices and
programs.

Thanks to the many CSAP\'s Western CAPT staff and consultants who have
conducted work on the earlier versions of the SAPST curriculum. Nora
Luna, Project Manager for CSAP\'s Western CAPT, who took the major
responsibility for coordinating the development of the SAPST. Kristen
Gabrielsen, Associate Director, edited numerous drafts and helped
develop the original version of the modules on program planning and
evaluation. Gary Fisher, CASAT Executive Director, who continually
supports good prevention work in the western region. Denise Grothaus,
Prevention Application Management Coordinator, helped develop the human
development section and provided numerous reviews of various modules in
several editions of the SAPST. Gretchen Casey, Special Projects
Coordinator, prepared and printed multiple drafts and revisions of the
SAPST manual. Noreen Hammond Heid, Consultant, carefully reviewed the
SAPST manual second edition. Pamela Tindall, Consultant, updated several
editions through many painstaking hours and provided drafts in a timely
and professional manner. Successful development of a curriculum is a
major undertaking demanding teamwork and shared responsibility. These
individuals worked tirelessly on this product and should be commended.

In 2005, a work group of representatives from CSAP's Western, Central,
Northeast, Southeast, and Southwest CAPTs convened to create a National
SAPST curriculum. The 2005 edition of the SAPST is the result of the
collaborative work of this group of prevention professionals.

> **Acknowledgments**
>
> The training manual was originally prepared for the Substance Abuse
> and Mental Health Administration (SAMHSA) by CSAP\'s Western Center
> for the Application of Prevention Technologies under cooperative
> agreement number, 6 UlJ SP08121 031, with SAMHSA, U.S. Department of
> Health and Human Services. Luisa Pollard served as the Government
> Project Officer.
>
> Many people contributed to this curriculum. CSAP\'s Western CAPT
> wishes to acknowledge the following people:
>
> **Editors:**
>
> Nora Luna, M.Ed.
>
> Julie Hogan, Ph.D.
>
> Kristen Reed Gabrielsen, M.P.H.
>
> Gary Fisher, Ph.D.
>
> Denise Grothaus, B.A.
>
> **Consultants/Advisors:**
>
> Cheryl Christensen, M.S.W. Michael Finnigan, Ph.D.
>
> Beth Green, Ph.D.
>
> Jeff Linkenbach, Ed.D.
>
> Garry Rubinstein, M.A.
>
> **Reviewers:**
>
> Paul Brower, California
>
> Caroline Cruz, Oregon
>
> Erica Fogle, California
>
> Merlin Goode, Utah
>
> Lynn Jones, Utah
>
> Alt Kagesa, Hawaii
>
> Terry Kelly, Hawaii
>
> Michael Langer, Washington
>
> Jim Lewis, Wyoming
>
> Craig Margo, Wyoming
>
> Marlene O\'Connell, Montana Marsha Saben, California
>
> Ken Taylor, Montana
>
> Scott Waller, Washington
>
> **Graphics:**
>
> Sally Porter
>
> Gretchen Casey, M.Ed.

CSAP\'s Western CAPT would like to express sincere thanks and
acknowledgment to the Alcohol and Drug Abuse Division of the Colorado
Department of Human Services for allowing us to use the original ADAD
Prevention Generalist Training (PGT) as a basis for the Substance Abuse
Prevention Specialist Training curriculum.

> ADAD created the PGT in 1986 under the leadership of Fred Garcia. The
> manual was revised in 1991, 1994 and 1998. Since the mid-eighties,
> ADAD has trained all of its prevention contractors, as well as state
> prevention representatives throughout the U.S., in the PGT.

**Acknowledgments - 2003**

> Many people contributed to the 2003 update of the curriculum. CSAP\'s
> Western CAPT wishes to acknowledge the following people:
>
> **Editor:**
>
> Pamela Tindall, B.S., C.P.P.
>
> **Reviewers:**
>
> Melanie England
>
> Denise Grothaus, B.A.
>
> Julie Hogan, Ph.D.
>
> Noreen Hammond Heid, M.P.A.
>
> Nora Luna, M.Ed.
>
> Rori Parker
>
> Ken Smith, M.P.H.
>
> Scott Waller,
>
> **Graphics:**
>
> Diane Arnold
>
> Gretchen Casey, M.Ed.

**Acknowledgments - 2004**

> **Reviewers:**
>
> Nora Luna, M.Ed., C.P.S.
>
> Pamela Tindall, B.S., C.P.P.
>
> Jack Wilson, M.B.A., C.P.P.
>
> **Graphics:**
>
> Gretchen Casey, M.Ed.
>
> Carmen Lucero, M.Ed.

**Acknowledgments - 2005**

**Editors:**

Pamela Tindall, B.S., C.P.P.

Kristen Gabrielsen, M.P.H., C.P.S.

**CSAP's National CAPT SAPST workgroup members:**

> **\
> **Debbie Blasiar
>
> Sarah Carsello
>
> Marie Cox, M.A.
>
> Deirdre Danahar, M.S.W., M.P.H.
>
> Kristen DeMay, M.A.
>
> Sandra Del Sesto, M.Ed, CPSS

Andrea LaFazia, M.S.W., M.P.H.

> Anu Sharma, Ph.D., L.P.
>
> Roger Svendsen, M.S., C.P.P.R.
>
> Jack Wilson, M.B.A., C.P.P.

**Contents**

**Facilitator Manual**

> Sample Agenda
>
> Training Timeline
>
> What You'll Need to Facilitate This Training
>
> Pre-Test
>
> Post-Test
>
> Evaluation
>
> List of Resources
>
> Interactive Teaching
>
> A Training for All Styles
>
> Facilitation Tips
>
> MODULE 1 Introduction
>
> MODULE 2 Prevention Research
>
> MODULE 3 Prevention Planning
>
> MODULE 4 Evaluation
>
> MODULE 5 The Cultural Context of Prevention
>
> MODULE 6 Using Human Development in Prevention
>
> MODULE 7 The Media and Prevention

MODULE 8 Ethics and Bringing It All Together

> List of Abbreviations
>
> Sources of Prevention Research

References

**Substance Abuse Prevention Specialist Training**

**Sample Agenda 1\***

+------------------+---------------------------------------------------+
| **Monday**       | > **Module 1**- **Introduction**                  |
|                  | >                                                 |
| 8:00 - Noon      | > -Attitudes and Viewpoints about Drugs           |
|                  | >                                                 |
|                  | > -History of Drugs in America/Video              |
|                  | >                                                 |
|                  | > -Evolution of Prevention                        |
|                  | >                                                 |
|                  | > -Building Blocks for Successful Prevention      |
+------------------+---------------------------------------------------+
| Noon-1:00        | > Lunch                                           |
+------------------+---------------------------------------------------+
| 1:00-5:00        | > **Module 2**- **Prevention Research**           |
|                  | >                                                 |
|                  | > -Prevention Research                            |
|                  | >                                                 |
|                  | > -Prevention Principles                          |
+------------------+---------------------------------------------------+
| **Tuesday**      | > **Module 3**- **Prevention Planning**           |
|                  | >                                                 |
| 8:00 - Noon      | > -Strategic Prevention Framework                 |
+------------------+---------------------------------------------------+
| Noon-1:00        | > Lunch                                           |
+------------------+---------------------------------------------------+
| 1:00-5:00        | > **Module 4**- **Evaluation**                    |
+------------------+---------------------------------------------------+
| **Wednesday**    | > **Module 5**- **The Cultural Context of         |
|                  | > Prevention**                                    |
| 8:30-11:30       |                                                   |
+------------------+---------------------------------------------------+
| 11:30-12:30      | > Lunch                                           |
+------------------+---------------------------------------------------+
| 12:30-4:30       | > **Module 6**- **Human Development**             |
|                  | >                                                 |
|                  | > -Media Homework (optional)                      |
+------------------+---------------------------------------------------+
| **Thursday**     | **Module 7**- **Media**                           |
|                  |                                                   |
| 8:00 - Noon      |                                                   |
+------------------+---------------------------------------------------+
| Noon-1:00        | > Lunch                                           |
+------------------+---------------------------------------------------+
| 1:00-4:30        | > **Module 8**- **Ethics and Bringing it All      |
|                  | > Together**                                      |
|                  | >                                                 |
|                  | > -The Ethics of Prevention                       |
|                  | >                                                 |
|                  | > -Bringing It All Together                       |
|                  | >                                                 |
|                  | > Post-test                                       |
|                  | >                                                 |
|                  | > Graduation                                      |
|                  | >                                                 |
|                  | > Dismissal                                       |
+------------------+---------------------------------------------------+

\*This is only a sample agenda. Actual times will vary depending on
participants\' prior knowledge, experi­ence, and interests. Trainers need
to be flexible in planning and adjusting the agenda as needed. For
example, if you complete Module 1 by 3:00 P.M. on Monday, be ready to
present the first activities of Module 2 as a preview for Tuesday. This
agenda includes more time than is necessary to cover the sections on
Thursday to allow trainers to adjust the agenda as necessary during the
week so as to cover the material.

**Substance Abuse Prevention Specialist Training**

**Sample Agenda 2\***

+------------------+---------------------------------------------------+
| **Monday**       | > **Module 1- Introduction**                      |
|                  | >                                                 |
| 8:00 - Noon      | > -Opening Ritual                                 |
|                  | >                                                 |
|                  | > -Talking Circle Introductions and Expectations  |
|                  | >                                                 |
|                  | > -What is Prevention? What does it look like in  |
|                  | > your community?                                 |
|                  | >                                                 |
|                  | > -What are you trying to prevent/create?         |
|                  | >                                                 |
|                  | > -Upriver/Downriver Story                        |
|                  | >                                                 |
|                  | > -Participants Develop Their Own Story that      |
|                  | > Works in Their Community/Culture                |
|                  | >                                                 |
|                  | > -Agenda/Ground Rules/Parking Lot                |
|                  | >                                                 |
|                  | > **Module 5- The Cultural Context of             |
|                  | > Prevention**                                    |
|                  | >                                                 |
|                  | > (omit opening activity)                         |
|                  | >                                                 |
|                  | > -Expectations through Quilt Activity            |
+------------------+---------------------------------------------------+
| Noon-1:00        | > Lunch                                           |
+------------------+---------------------------------------------------+
| 1:00-5:00        | > **Module 1- Introduction** (continued)-         |
|                  | >                                                 |
|                  | > -Attitudes and Viewpoints about Drugs           |
|                  | >                                                 |
|                  | > -History of Drugs in the Culture (omit video)   |
|                  | >                                                 |
|                  | > -Evolution of Prevention                        |
|                  | >                                                 |
|                  | > -Building Blocks for Successful Prevention      |
|                  | >                                                 |
|                  | > **Module 2**- **Prevention Research**           |
+------------------+---------------------------------------------------+
| **Tuesday**      | > **Module 3- Prevention Planning**               |
|                  | >                                                 |
| 8:00 - Noon      | > -Strategic Prevention Framework                 |
|                  | >                                                 |
|                  | > -Discuss Cultural Considerations for each Step  |
+------------------+---------------------------------------------------+
| Noon-1:00        | > Lunch                                           |
+------------------+---------------------------------------------------+
| 1:00-5:00        | > **Module 4**- **Evaluation**                    |
+------------------+---------------------------------------------------+
| **Wednesday**    | > **Module 5**- **The Cultural Context of         |
|                  | > Prevention (continued)**                        |
| 8:30-11:30       | >                                                 |
|                  | > -Conflicting Messages to end of Module 5        |
+------------------+---------------------------------------------------+
| 11:30-12:30      | > Lunch                                           |
+------------------+---------------------------------------------------+
| 12:30-4:30       | > **Module 6**- **Human Development**             |
|                  | >                                                 |
|                  | > -The Medicine Wheel Model                       |
|                  | >                                                 |
|                  | > -Media Homework (optional)                      |
+------------------+---------------------------------------------------+
| **Thursday**     | > **Module 7**- **Media**                         |
|                  |                                                   |
| 8:00 - Noon      |                                                   |
+------------------+---------------------------------------------------+
| Noon-1:00        | > Lunch                                           |
+------------------+---------------------------------------------------+
| 1:00-4:30        | > **Module 8- Ethics and Bringing it All          |
|                  | > Together**                                      |
|                  | >                                                 |
|                  | > Post-test                                       |
|                  | >                                                 |
|                  | > Graduation                                      |
|                  | >                                                 |
|                  | > Dismissal                                       |
+------------------+---------------------------------------------------+

\*This alternative sample agenda has worked well in culture-based
communities, and may work equally well in all communities. Culture is
addressed and explored first to establish the cultural context within
which participants implement prevention. Cultural considerations are
then infused throughout the course content. Actual times will vary
depending on participants\' prior knowledge, experi­ence, culture, and
interests. Trainers need to be flexible in planning and adjusting the
agenda as needed. For example, it is possible that you may not begin
Module 2 until Tuesday morning. It is important that the agenda not be
rushed the first day to allow for the relational work of forming the
community and setting the stage. This agenda includes more time than is
necessary to cover the sections on Thursday to allow trainers to adjust
the agenda as necessary during the week so as to cover the material. In
Module 6- Human Development, the Medicine Wheel model of human
development could be presented with discussion and sharing by
participants, with emotional, social, and moral development infused.

**Training Timeline**

> Use the following timeline as a checklist for facilitating your
> training. Circumstances may differ, but choose the tasks that are
> appropriate and add others that you know you\'ll need to complete.
> Distribute the adapted timeline to all those concerned.
>
> **SAPST Coordinator**
>
> **Two or more months before the training:**
>
> \_\_\_\_\_ Schedule the training.

\_\_\_\_ Identify a sponsor.

> \_\_\_\_ Locate a site for the training (this may require a site
> visit).
>
> \_\_\_\_ Contract for the training site if the sponsor doesn\'t.
>
> \_\_\_\_ Identify a lead trainer.
>
> \_\_\_\_ Determine if any scholarships will be offered.
>
> \_\_\_\_ Begin publicizing the training.
>
> **Lead Trainer**
>
> **Two months before the training:**
>
> \_\_\_\_ Review the logistical arrangements with the sponsor and
> identify the people responsible for making necessary arrangements.
>
> \_\_\_\_ Identify a multicultural team of three trainers.
>
> \_\_\_\_ Give the trainers a letter of agreement or contract for their
> review and signature.
>
> \_\_\_\_ Review, with the SAPST training staff person, the Facilitator
> Manual for any updates or corrections. Give any changes to the SAPST
> Coordinator for inclusion in the revised manual.
>
> \_\_\_\_ Discuss possible college credit and CEU arrangements with the
> sponsor.
>
> **Six to eight weeks before the training:**

\_\_\_\_ Facilitate the training team\'s first pre-training planning
meeting to determine training assignments.

> \_\_\_\_ Determine the number of Participant Manuals to be printed.
>
> \_\_\_\_ Submit resumes of the training team to the sponsor.
>
> **Four to six weeks before the training:**
>
> \_\_\_\_ Order/copy the Participant Manuals.
>
> \_\_\_\_ Order RADAR/NCADI materials.

**Training Timeline --** *continued*

> \_\_\_\_ Arrange for equipment (that isn\'t supplied by the sponsor)
> to be reserved for the scheduled training period:
>
> \_\_\_\_ videocassette recorder and monitor
>
> \_\_\_\_ overhead projector and screen or computer and projection
> system
>
> \_\_\_\_ two easels
>
> \_\_\_\_ four chart pads

\_\_\_\_ Obtain the videos you are going to use and the dates you need
them.

\_\_\_\_ If necessary, purchase:

> \_\_\_\_ six sets of markers
>
> \_\_\_\_ masking tape
>
> \_\_\_\_ name tags
>
> \_\_\_\_ any other items requested by the trainers

\_\_\_\_ Check with the co-trainers to see who may need travel and room
reservations and determine how to follow-up.

> **Two weeks before the training:**
>
> \_\_\_\_ Confirm reservations for the training room.
>
> \_\_\_\_ Confirm the trainers\' room reservations.

\_\_\_\_ Confirm the availability of equipment and supplies.

> \_\_\_\_ Confirm the arrangements for refreshments, (e.g. coffee, tea,
> soft drinks, snacks and meals).
>
> \_\_\_\_ Confirm the arrangements for college credit or CEUs.
>
> \_\_\_\_ Contact the co-trainers and check on the progress of their
> preparation. Address any of their questions, concerns or needs for
> equipment or materials.
>
> \_\_\_\_\_ Determine the background or experience of the participants.
>
> \_\_\_\_\_ Confirm the number of prepaid participants who have
> registered.
>
> \_\_\_\_ Check the availability of printed materials you need. If more
> are needed, make arrangements for more copies to be printed.
>
> \_\_\_\_ Send a letter of welcome to all registered participants,
> including pertinent information needed before they arrive at the
> training.
>
> **One week before the training:**
>
> \_\_\_\_\_ Confirm that the Participant Manuals are assembled and
> enough are available.
>
> \_\_\_\_ Review the transparencies or PowerPoint files to see that
> none are missing, that they\'re in good condition and that they\'re in
> the correct sequence.
>
> \_\_\_\_\_ Locate a tape or CD player and appropriate music to use at
> the training during breaks.
>
> \_\_\_\_\_ Begin gathering all the materials and equipment needed for
> the training.

**One night before the training or early the day of the training (on
site):**

> \_\_\_\_ Facilitate the training team\'s final pre-training planning
> meeting.
>
> \_\_\_\_ Make a final check of all the resources you\'ll
> need---including the Facilitator Manual.

**Training Timeline --** *continued*

> \_\_\_\_ Check the arrangements in the training room and make any
> adjustments necessary
>
> to enhance the training environment.
>
> \_\_\_\_ Check the equipment.
>
> \_\_\_\_ Get some rest.
>
> **The first day of the training:**
>
> \_\_\_\_ Relax and have fun.
>
> \_\_\_\_ Facilitate the end-of-the-day training review.
>
> \_\_\_\_\_ Prepare for the next day, making any necessary changes.
>
> **The rest of the training:**
>
> \_\_\_\_ Continue to relax and have fun.
>
> \_\_\_\_ Facilitate the end-of-the day training reviews.
>
> \_\_\_\_ Compile, analyze and summarize the rest of the evaluations.
>
> \_\_\_\_ On the final day, complete any closing activities, including
> awarding certificates for those who have successfully completed the
> training.
>
> **After the training:**
>
> \_\_\_\_ Submit evaluations, the roster and attendance sheets to the
> designated person.
>
> \_\_\_\_ Turn in your travel reimbursement forms and those of your
> co-trainers, if necessary.
>
> \_\_\_\_ See that all equipment and materials are inventoried and
> returned.
>
> \_\_\_\_ Provide your evaluation of the training to the designated
> person.
>
> \_\_\_\_ Give any recommendations for revisions to the Facilitator
> Manual and Participant Manual to the designated person.

**Co-Trainers**

> **Six to eight weeks before the training:**
>
> \_\_\_\_ Submit a letter of agreement or contract to the lead trainer.

\_\_\_\_ Participate in the pre-training planning meeting.

> **Four to six weeks before the training:**
>
> \_\_\_\_ Notify the lead trainer of any needs for equipment or
> materials and identify who will be responsible for fulfilling those
> requests.
>
> \_\_\_\_ Begin reviewing and preparing for the training.
>
> \_\_\_\_ Make travel arrangements.
>
> **One week before the training:**
>
> \_\_\_\_ Prepare charts and other materials.
>
> \_\_\_\_ Begin gathering any additional items you\'ll need.
>
> **One night before the training or early the day of the training (on
> site):**
>
> \_\_\_\_ Participate in the training team\'s final pre-training
> planning meeting.
>
> **Training Timeline --** *continued*
>
> \_\_\_\_ Make a final check of all the resources you\'ll
> need---including the Facilitator Manual.
>
> \_\_\_\_ Review the transparencies or PPT files you\'ll need for the
> day to see that they\'re in the correct sequence.
>
> \_\_\_\_ Assist in making the final arrangements.
>
> \_\_\_\_ Make sure that all other items you\'ll need are ready.
>
> \_\_\_\_ Get some rest.
>
> **The first day of the training:**
>
> \_\_\_\_ Relax and have fun.
>
> \_\_\_\_ Participate in the end-of-the-day training review.
>
> \_\_\_\_ Prepare for the next day, making any necessary changes.
>
> **The rest of the training:**
>
> \_\_\_\_ Continue to relax and have fun.
>
> \_\_\_\_ Participate in the end-of-the day training reviews.
>
> \_\_\_\_ On the final day, assist in completing any closing
> activities.
>
> **After the training:**
>
> \_\_\_\_ Provide your evaluation of the training to the SAPST
> Coordinator.
>
> \_\_\_\_ Give any recommendations for revisions to the Facilitator
> Manual and Participant Manual to the designated person.
>
> \_\_\_\_ Submit travel expenses to the lead trainer.
>
> **What You'll Need to Facilitate this Training**

**You\'ll need the following equipment and materials to facilitate this
training:**

-   an overhead projector or computer projection system, computer

-   transparencies or PowerPoint files provided in this Facilitator
    Manual

-   a videocassette recorder and monitor (VCR/TV)

-   chart pads, markers, and painter\'s tape or poster putty

-   an agenda adapted from the one provided in this Facilitator Manual

-   a Participant Manual with information sheets, work sheets and copies
    of transparencies/PowerPoint slides

-   copies of the pre-/post-test for every student

-   a copy of the training feedback form for each student

-   a video on the history of drugs (examples are listed in Module 1)

-   a video on culture (examples are listed in the section)

-   a video of alcohol/tobacco ads or alcohol/tobacco print ads

-   a video of substance abuse Public Service Announcements the video,
    Environmental Prevention: Putting Theory into Practice

```{=html}
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-   extension cord (optional)

-   a copy of the blank logic model sheet for every student (optional)

**Insert new Pre- and Post-Test document here**

**Insert new Pre- and Post-Test answer sheet document here**

**Insert new OMB Event Feedback Form here**

**List of Resources**

-   **Altered States (video or DVD)**

*Cost:* \$149.95 plus shipping and handling

*Phone:* 800.257.5126

*Web:* [www.films.com](http://www.films.com/)

-   **Deadly Persuasion (media video or DVD)**

*Cost:* \$150 video; \$175 DVD

*Mail:* Media Education Foundation

60 Masonic Street

Northampton, MA 01060

*Phone:* 800.897.0089

*Fax:* 800.659,6882

*Email:* info@mediaed.org

*Web:*
[www.mediaed.org/videos/MediaAndHealth/DeadlyPersuasion](http://www.mediaed.org/videos/MediaAndHealth/DeadlyPersuasion)

-   **Environmental Prevention Strategies: Putting Theory Into Practice
    (video)**

*Cost:* \$35.00

*Mail:* The National Clearinghouse for Alcohol and Drug Information

> P.O. Box 2345
>
> Rockville, MD 20847-2345

*Phone:* 800.729.6686

*Fax:* 301.468.6433

*Email:* info@health.org

*Web:* store.health.org/catalog/ProductDetails.aspx?ProductID=15614

-   **Health Promotion in Diverse Cultural Communities (handbook)**

*Cost:* \$14.00

*Mail:* Stanford Prevention Research Center

> Stanford University
>
> 750 Welch Road
>
> Palo Alto, CA 94304

*Phone:* 415.723.0003

*Web:* http://patienteducation.stanford.edu/materials/

-   **Media Advocacy and Public Health: Power for Prevention (book)**

Cost: \$46.95

*Web:* www.amazon.com

-   **Media Sharp (video or DVD)**

*Cost:* No Cost

> *Mail:* CDC\'s Office on Smoking and Health\
> Publications\
> Mail Stop K-50\
> 4770 Buford Highway, NE\
> Atlanta, GA 30341-3717

**List of Resources --** *continued*

> *Phone:* 770.488.5122 (Ask for publications)
>
> *Web:* www.cdc.gov/tobacco/mediashrp.htm

-   **Office of National Drug Control Policy Public Service
    Announcements**

*Cost:* No Cost

*Phone:* 800.788.2800

*Web:* www.mediacampaign.org/ *(Go to "Ad Gallery")*

-   **A Tale of O (video)**

*Cost:* \$495.00

*Mail:* TrainingABC

950 Taylor Station Road, Suite J

Gahanna, OH 43230

*Phone:* 888.281.8038

*Fax:* 614.552.5293

*Web:* www.trainingabc.com

-   **Uppers, Downers, All Arounders (book, video)**

*Cost:* \$195.00 plus shipping and handling

*Mail:* CNS Productions, Inc.

> 11 Almond Street
>
> Medford, OR 97504

*Phone:* 800.888.0617

*Fax:* 541.773.5905

*Email:* info@cnsproductions.com

*Web:* www.cnsproductions.com

**Interactive Teaching**

The interactive teaching strategy combines the concepts of mastery
learning, student team learning and proactive classroom management into
an eleven-point \"teaching map\" (Kerr & Cummings, 1981). Trainers can
use a modified nine-point map to develop an effective instructional
sequence that maximizes adult student engagement and learning. Success
in the use of this technique requires practice and is increased by
experienced peer coaching.

> **Interactive Teaching Steps**

1.  **Mental Set**

> Providing a \"mental set\" involves creating, in the learner, a desire
> or motivation to learn the particu­lar information you want to teach. A
> mental set is sometimes known as a \"hook\" in advertising, or a
> \"WIFM\" (what\'s in it for me) in adult education. An effective
> mental set engages the learner in an individual, personal way. A
> mental set can be cognitive, producing a mental \"ah-ha, that\'s why I
> need to learn this,\" or affective, creating an emotional response.
> Effective mental sets really \"grab\" the learner, frequently utilize
> short interactive exercises, are creative, and often include an
> exploratory or discovery element. Mental sets can be used at a session
> opening or when moving participants from one learning objective to
> another

2.  **Objectives**

> Once you have garnered your learner\'s attention with a mental set,
> provide the objectives for the session. Specify what participants will
> learn and how they will demonstrate their learning. Communicate
> objectives orally, in writing on PowerPoint or easel paper, and
> graphically to engage various learning styles, and show how the
> objectives fit into the \"big picture\" of prevention. Revisit the
> objectives at the end of a session to evaluate whether they were
> accomplished.

3.  **Content**

> Now you are ready to provide the content relative to the objectives.
> Content involves teaching new material, connecting to prior learning,
> inviting student input, engaging student response, showing media,
> silent reading, reviewing and summarizing. A skilled trainer will
> provide input in ways which appeal to all learning styles - visual,
> auditory, and kinesthetic.

4.  **Check for Understanding**

> Checking for understanding involves eliciting student responses
> demonstrating learning of the material. The goal in monitoring the
> range of student learning is for all students to master the material.
> Ineffective ways of checking for understanding include asking
> students, \"does everyone understand,\" or \"are there any
> questions,\" repeatedly calling only on students whose hands are
> raised in response to a question, or calling on students who do not
> raise their hands to bring their attention back to the instruction.
> Effective ways of checking for understanding include \"who thinks they
> know...,\" \"who could explain\...,\" asking for a thumbs up signaling
> yes, thumbs down for no, sideways for not sure, polling, choral
> response, and then following up with requests for information to check
> accuracy of understanding. Checks for understanding should be varied
> and used often to monitor learning during the course of a session.

5.  **Monitor and Adjust**

> Based on your check for understanding (monitoring), you adjust your
> teaching to ensure that the maximum number of participants are keeping
> pace and mastering the material. If your check for understanding
> reveals that only 50% of the participants understand the content just
> presented, you need to adjust your teaching. You could reteach, ask a
> participant who indicates he/she understands to explain, offer an
> analogy, provide context by connecting the material back to the \"big
> picture,\" or introduce a small group cooperative activity.

6.  **Clear Instructions**

> Giving clear, step-by-step instructions for activities helps ensure
> student success and trust. When moving participants from one kind of
> learning (e.g. lecture) to another (e.g. activity), clear instructions
> are vital to successful transition. Trainers need to give clear
> instructions for sometimes complex tasks and appeal to multiple
> learning styles at the same time. Breaking instructions into small
> steps, guiding participants through one step at a time, displaying the
> steps in writing, employing specificity of language, and modeling are
> helpful. You know you have given good, clear instruc­tions if
> participants are able to do what you\'ve asked them to do with minimal
> confusing and requests for clarification.

7.  **Model**

> Whenever you have a behavioral objective, when you want participants
> to do something as a result of learning, it is important to show them
> what being successful would look like. Demonstrating desired
> behaviors, working step-by-step examples with the group, and
> showcasing instructions with a table group are examples of modeling.
> Modeling provides such powerful learning that trainers should use
> extreme caution in modeling undesired behavior in role plays and
> should always follow such modeling with a demonstration of desired
> behavior.

8.  **Guided Practice**

> When assigning an activity, trainers will want to monitor participant
> practice and provide feedback. When participants are working on a
> task, individually, in pair, or in small groups, move around the room
> to monitor, reinforce, coach, and provide feedback. Effective feedback
> consists of positive statements as well as suggestions for improvement
> and are behaviorally specific rather than general. Bracketing
> suggestions for improvement with positive feedback can make the
> improvement suggestions easier to hear. Finally, summarizing student
> practice allows you to reteach, reinforce, correct, offer additional
> tips, and recognize skill.

9.  **Transfer**

> Success in guided practice is vital if students are to use the
> knowledge and skills they learn at work back in their communities.
> After all, transferring knowledge and skills from the training room to
> the real world is your ultimate objective. You can increase the
> likelihood that transfer will take place by helping participants see
> how, when, and where they can use what they\'ve learned in the
> training. You can plant seeds by telling participants when they can
> use information and skills they\'ve learned. You can also ask
> participants to identify something they learned that they will use in
> their work in the next two weeks. Providing a mechanism for reporting
> and celebrating their successes will increase the likelihood of
> transfer.

Consciously incorporating these steps of interactive teaching into your
lesson plans will maximize student engagement and learning. In addition,
proactively managing your learning environment will create positive
learning experiences for participants and trainers alike. These same
steps can be applied to effectively manage your learning environment,
maintain group cohesion, and maximize productive learning.

> **References**

Kerr, D.M., & Cummings, C. (1981). *Interactive teaching map classroom
observation coding manual.* Seattle: University of Washington, Center
for Law and Justice.

> Kerr, D.M., Kent, L, & Lam, T.C.M. (1985). *Measuring program
> implementation with a classroom observation instrument: The
> interactive teaching map.* Evaluation Review, 9(4), 461-482.

**A Training for All Styles**

CSAP\'s Western CAPT is committed to fielding a multicultural team of
trainers and to developing cultural awareness and sensitivity in the
participants of the training. All trainers are expected to keep this in
mind as they train. They\'re also expected to consider their target
audience and to present the training in a culturally appropriate manner
while maintaining the integrity of the curriculum.

This training is designed for an adult audience, most of whom already
have some level of experience preventing the use of alcohol, tobacco and
other drugs. We\'ve tried to incorporate into the training certain
styles shown in the research literature to be effective with adults.

> In general, we want activities to provide opportunities for
> participants to:

-   grow more autonomous

-   be active in the learning process

-   make objective observations and judgments

-   make sense of their life experiences

-   demonstrate that they are capable of completing large, complex jobs

-   be responsible for learning and applying the learning

-   explore the broad topic, not just narrow areas of it

-   see how they can help others

-   become more accepting of themselves and others

-   clarify and articulate their principles

-   problem-solve solutions be creative and original

-   tolerate ambiguity, while still achieving outcomes

-   behave rationally (Knowles,1980)

> There are four other dimensions of adult learning that we\'ve
> incorporated into the training:

1.  Adults have a broad base of experience upon which to draw and to
    share with others. Unlike small children, adults have had a long
    lifetime of experiences that have shaped them. Indeed, it\'s not
    uncommon for several participants to be significantly older than
    their trainer. This becomes problematic only when the trainer
    assumes that participants should sit quietly and absorb content.
    Adult participants contribute by offering their own experiences to
    illustrate, explain or even contradict what they\'re being taught.
    Well-designed adult education incorporates opportunities for
    participants to speak and disagree.

2.  Adults seek to learn what they\'ve identified as important rather
    than what others deem important. As prevention practitioners,
    trainers are often very excited about the subject matter and wish to
    recruit participants to share this excitement. One can\'t guarantee,
    however, that this will be well-received. Participants will judge
    the importance of the content for themselves.

**A Training for All Styles** -- *continued*

3.  Adults want information that can immediately be applied. For most
    adult learners, theory is valuable only when it has immediate
    applicability. Furthermore, the trainer must often be very explicit
    about this applicability. Participants particularly like to say,
    \"Here\'s something I can use right away.\"

> They also like immediate opportunities to try out new skills and
> evaluate their usefulness.

4.  Adults are problem-centered rather than subject-centered. This
    training is designed to help participants overcome problems that
    have hindered the effectiveness of their prevention efforts. It is
    not meant to merely increase their bank of knowledge for some
    unknown future need.

> The ultimate goal of this training is to improve the practice of
> prevention. To do so, the training attempts to be learner-driven
> rather than instructor-driven. Naturally, most instructors design
> lesson plans and conduct activities in a manner that matches their
> personal style and stays within their comfort zone. For some
> participants, this creates no problem; for others, the training style
> of the instructor hinders their learning. Recognizing this, this
> training asks trainers to stretch their personal styles, to try out
> some unfamiliar techniques so that all types of learners have
> opportunities to learn in the manner most suited to them.

**Personality Type Theory**

There has been extensive research into learning styles. No one approach
is true in any absolute sense. For the purposes of this discussion,
we\'ll draw upon personality type theory as popularized by Isabel Myers
and Elizabeth Briggs (e.g. Myers & McCaulley, 1985). Of all the
currently prevailing theories, the Myers-Briggs approach has been most
widely applied and has the largest research base. It has also been
extensively applied in a wide variety of educational and counseling
settings.

According to personality type theory, two dimensions of a learner are
highly related to the way in which they prefer to learn. The first
dimension, called the perceiving function, involves their preferred way
of taking in information. The second dimension, called the judging
function, involves their preferred way of making decisions based on this
information.

**The Perceiving Functions: Sensing vs. Intuition**

> Some learners attend first and foremost to the concrete, immediate,
> practical details of life and experience. In personality type theory,
> it\'s said that such learners prefer to take in information via the
> sensing function. They also prefer to have systematic, step-by-step,
> sequential blueprints to solve problems. Although most adults wish to
> see practical applications for learning (see above), this is
> particularly true of sensing types.
>
> However, this is not the only way that learners take in information.
> Other learners attend first to the big picture. They either dismiss
> concrete details as irrelevant, or they see every detail as merely
> illustrative of a bigger idea. In personality type theory, it\'s said
> that such
>
> **A Training for All Styles** -- *continued*
>
> learners prefer to take in information via the intuitive function.
> These intuitive types strongly resist canned solutions and clean
> schematics. They believe that every unique situation requires a unique
> solution and they will tolerate more learning that is not immediately
> practical (since it may be useful later, when a new problem arises).
>
> These two contrasting perceiving functions emerge in almost any
> training and this training is no exception. \"Sensing\" types will be
> the participants who say the following things:

-   \"Why does this matter to me?\"

-   \"Give me a practical example.\"

-   \"Could you speak slower; I don\'t want to lose any of the
    details.\"

-   \"Is there a list of rules for practice that I can rely on?\"

-   \"Give me the five things to do in order to be effective with this
    population.\"

-   \"I don\'t see how you got from A to B in your example.\"

-   \"Tell me exactly what you expect.\"

-   \"Please don\'t skip ahead; you\'ll lose me.\"

> \"Intuiting\" types will say:

-   \"Explain how this all ties together\"

-   \"Spare me the details; cut to the bottom line.\"

-   \"I don\'t like hard and fast rules. There\'s always an exception.\"

-   \"Here\'s an implication I bet you didn\'t think of.\"

-   \"No need to give the intermediate steps; I already see where
    you\'re heading

> with this.\"

-   \"There\'s something about this that bothers me, but I can\'t put my
    finger on

> it.\"

-   \"Do you see the implied contradiction in what you just said?\"

-   \"Let\'s talk about this on the macro level.\"

We\'ve written the manual to appeal to both the \"sensing\" and
\"intuiting\" types---for both trainer and participant. Instructions and
procedures are explicit, but there\'s plenty of room for trainers to
accommodate changes. Activities are laid out deliberately, but there\'s
plenty of room for participants to be creative. This is the essence of
being learner-centered.

**The Judging Functions: Thinking vs. Feeling**

Learning is not simply about taking in information. It\'s also about
motivation to make decisions, particularly about challenging opinions
and behaviors. Some people are motivated by appeals to rationality and
objectivity. They wish to know about causes and effects and the logical
consequences of each decision. They\'re also very concerned about the
credentials and credibility of the person who is trying to influence
them. They wish to have competent instructors and they wish to improve
their own competence. In personality type theory, such learners are said
to use the \"thinking\" function.

However, this is not the only decision-making, motivational style. Some
learners are motivated more by human concerns; they want to know how
each decision will translate

**A Training for All Styles** -- *continued*

into consequences that will either help people or harm people. Above all
else, they wish to encourage harmonious human relationships. They also
tend to prefer instructors who appeal to emotion and who demonstrate
personal connection to participants. In personality type theory, such
learners are said to use the \"feeling\" function.

As with the perceiving functions, these two contrasting judging
functions emerge in almost any training. \"Thinking\" types will be the
participants who say the following things:

-   \"What is your professional training?\"

-   \"On how many years of experience do you base your opinion?\"

-   \"Is there research backing your claims?\"

-   \"This approach doesn\'t make sense to me.\"

-   \"I see a serious flaw in your reasoning.\"

-   \"Of these two choices\* this one makes the most sense.\"

-   \"Please substantiate your position.\"

-   \"I don\'t like emotional appeals. I\'ll make up my own mind.\"

> \"Feeling\" types will say very different things:

-   \"We have to remember that we\'re dealing with human lives here.\"

-   \"Tell me about someone who was helped by this approach.\"

-   \"I care about my target population; do you?\"

-   \"I\'m convinced. You seem very sincere.\"

-   \"I\'m in this business because I like people.\"

-   \"So many people are hurt by drugs. We need to show compassion and
    concern.\"

-   \"I hate this model. It\'s so sterile.\"

-   \"Let\'s not fight about this. Can\'t we find common ground and get
    along?\"

Research over the past 40 years shows that 60% of women and 40% of men
tend to be feeling types, with thinking types making up the remaining
percentages. Moreover, people who are attracted to human service
professions tend to be feeling types by a wide margin. Once again, as
you look through this Facilitator Manual, you\'ll see some activities
that appeal to thinking types and other activities that appeal to
feeling types.

> **Conclusion**
>
> Training participants represent many types of learners. In order to
> best serve them, we\'ve tried to design a training that accommodates
> the widest range of learning styles. The worst thing a trainer can do
> is assume that all participants learn in the same way that they learn.
> Such trainers will select only those activities that match their
> personal style and will ignore aspects of other activities that are
> un­comfortable. Doing this creates a likelihood that many participants
> will be left out of the process. We strongly encourage you to be
> sensitive to your training styles as well as to your participants\'
> learning styles.

**Facilitation Tips**

-   Introduce yourself at the beginning of the session, define your role
    with group input, and make an explicit agreement with the group that
    you will not deliver the content with rigidity.

-   Have participants identify their expected outcomes for the technical
    assistance.

-   Tell the group that you are there to serve them and that you\'ll
    check with them from time to time to see if you are pushing too
    much, not enough, etc.

-   Set guidelines for communication.

-   Ask the group for permission to keep them focused on the agenda.

-   Be objective.

-   Encourage members to take responsibility for their work.

-   Validate individuals^1^ contributions by writing them down as
    accurately as you can.

-   Be sensitive to participants\' needs.

-   Don\'t talk too much.

-   Be an energizer. Use fun energizers when the energy level of the
    group is lagging. Use energizers that relate to the content if
    possible.

-   Keep the group moving on the problem or discussion.

-   Listen closely and watch that group members are listening to each
    other.

-   Encourage each individual to contribute and join the conversation.

-   Protect members from personal criticism; prevent focusing on
    personalities by concentrating people\'s attention on the issues at
    hand.

-   Set a positive tone.

-   Protect the group from one person\'s dominance.

-   Avoid interpersonal confrontation.

-   Respect silence, but provide openers.

-   Don\'t be defensive.

-   Manage time, use a time keeper, monitor activity times.

**Dealing with Different Types of Participants**

+---------------+-------------------------+----------------------------+
| **How She /He | > **Why**               | **What to Do**             |
| Acts**        |                         |                            |
+---------------+-------------------------+----------------------------+
| Inarticulate  | > Lacks ability to put  | > Don\'t say, \"What you   |
|               | > thoughts into proper  | > mean is this\... \"Say,  |
|               | > words. He/she needs   | > \"Let me repeat          |
|               | > help. He/she is       | > that\...\" (then put it  |
|               | > getting the idea but  | > in better language).     |
|               | > can\'t convey it.     | > Twist their ideas as     |
|               |                         | > little as possible, but  |
|               |                         | > have them make sense.    |
+---------------+-------------------------+----------------------------+
| Definitely    | > Member comes up with  | > Say, \"I can see how you |
| wrong         | > comment that is       | > feel\" or \"That\'s one  |
|               | > obviously incorrect.  | > way of looking at it.\"  |
|               |                         | > Say, \"I can see your    |
|               |                         | > point, but can we        |
|               |                         | > reconcile that with the  |
|               |                         | > (true situation)?\"      |
+---------------+-------------------------+----------------------------+
| Rambler       | > Talks about           | > When member stops for    |
|               | > everything except     | > breath, thank him/her,   |
|               | > subject. Uses         | > refocus attention by     |
|               | > farfetched analogies; | > restating the relevant   |
|               | > gets lost.            | > points and move on.      |
|               |                         | > Smile, tell him/her that |
|               |                         | > their point is           |
|               |                         | > interesting, point to    |
|               |                         | > blackboard and in        |
|               |                         | > friendly manner indicate |
|               |                         | > that we are a bit off    |
|               |                         | > subject. Last resort:    |
|               |                         | > glance at watch.         |
+---------------+-------------------------+----------------------------+
| Personality   | > Two or more members   | > Emphasize points of      |
| clash         | > clash. Can divide     | > agreement, minimize      |
|               | > your group into       | > points of disagreement   |
|               | > factions.             | > (if possible). Refocus   |
|               |                         | > on objectives. Cut       |
|               |                         | > across with direct       |
|               |                         | > question on topic. Bring |
|               |                         | > a sound member into      |
|               |                         | > discussion. Frankly ask  |
|               |                         | > that personalities be    |
|               |                         | > omitted.                 |
+---------------+-------------------------+----------------------------+
| Obstinate     | > Won\'t budge!         | > Open the member\'s view  |
|               | > Prejudiced. Hasn\'t   | > to group discussion,     |
|               | > seen your points.     | > have group members help  |
|               |                         | > clarify views. Say that  |
|               |                         | > time is short, you\'ll   |
|               |                         | > be glad to accept the    |
|               |                         | > group viewpoint for the  |
|               |                         | >                          |
|               |                         | > moment.                  |
+---------------+-------------------------+----------------------------+

**Dealing with Different Types of Participants** -- *continued*

+----------------+--------------------------+-------------------------+
| > **How She/He | > **Why**                | **What to Do**          |
| > Acts**       |                          |                         |
+----------------+--------------------------+-------------------------+
| Won\'t talk    | > Bored Indifferent      | > Your action will      |
|                | > Feels superior Timid   | > depend upon what is   |
|                | > Insecure               | > motivating the        |
|                |                          | > member. Arouse        |
|                |                          | > interest by asking    |
|                |                          | > for his/her opinion.  |
|                |                          | > Draw out the person   |
|                |                          | > next to him/her, then |
|                |                          | > ask the quiet         |
|                |                          | > participant to tell   |
|                |                          | > the person next to    |
|                |                          | > him/her what he/she   |
|                |                          | > thinks of the view    |
|                |                          | > expressed. If he/she  |
|                |                          | > is seated near you,   |
|                |                          | > ask his/her opinion   |
|                |                          | > so that he/she will   |
|                |                          | > feel he/ she is       |
|                |                          | > talking to you, not   |
|                |                          | > the group.            |
+----------------+--------------------------+-------------------------+
| Overly         | > He/she may be an       | > Don\'t be             |
| talkative      | > \"eager beaver\" or a  | > embarrassing or       |
|                | > show-off. He/she may   | > sarcastic. You may    |
|                | > also be exceptionally  | > need their traits     |
|                | > well informed and      | > later on. Slow them   |
|                | > anxious to show it or  | > down with some        |
|                | > just naturally wordy.  | > difficult questions.  |
|                |                          | > In general, let the   |
|                |                          | > group take care of    |
|                |                          | > them as much as       |
|                |                          | > possible.             |
+----------------+--------------------------+-------------------------+
| Side           | > May be related to the  | > Don\'t embarrass      |
| conversation   | > subject. May be        | > them. Call one by     |
|                | > personal. Distracts    | > name, and ask an easy |
|                | > members and you.       | > question, or call one |
|                |                          | > by name, then restate |
|                |                          | > last opinion          |
|                |                          | > expressed or last     |
|                |                          | > remark made by group  |
|                |                          | > and ask his/ her      |
|                |                          | > opinion of it. If,    |
|                |                          | > during session, you   |
|                |                          | > are in habit of       |
|                |                          | > moving around the     |
|                |                          | > room, saunter over    |
|                |                          | > and stand casually    |
|                |                          | > behind members who    |
|                |                          | > are talking.          |
+----------------+--------------------------+-------------------------+

Killion, J. Facilitation Skills. Wisconsin Staff Development Council.

Retrieved January 1999: http://www.wi-sdc.org/facilitation.html