**Results of the Prevention Workforce Development Survey**

**Missouri Department of Mental Health**

**Division of Alcohol and Drug Abuse**

**Prepared for**

**Mr. Charles Williams**

**Director of Prevention Services**

**Division of Alcohol and Drug Abuse**

**Missouri Department of Mental Health**

**1706 East Elm**

**Jefferson City, MO 65102**

**Prepared by**

**Louis Veneziano, Ph.D. and Ed Leoni, Re.D.**

**Southeast Missouri State University**

**One University Plaza**

**Cape Girardeau, MO 63701**

**573-986-7369**

**Lveneziano@semo.edu**

November 18, 2002

Mr. Charles Williams

Director of Prevention Services

Division of Alcohol and Drug Abuse

Missouri Department of Mental Health

1706 East Elm

Jefferson City, MO 65102

Dear Mr. Williams :

Here is the report on the results of the survey of prevention workers
that we conducted in response to the directive issued by the *Prevention
Workforce Development Task Force* that was convened by the *Prevention
Section* of the *Division of Alcohol and Drug Abuse* within the
*Missouri Department of Mental Health*.

As you will see, the results of the survey point to some specific
recommendations concerning the certification of prevention workers.
After reviewing the prior work of the *Prevention Workforce Development
Task Force*, we describe how the survey was conducted, and then the
results obtained. We conclude the report with a series of
recommendations on how the certification process for prevention workers
could be developed and implemented.

We need to make explicit the role that the *Prevention Workforce
Development Task Force* performed in both the development of the survey
and the preparation of this report. Both the survey and this report
profited immensely from the many insightful comments and suggestions
made by the members of the *Prevention Workforce Development Task
Force*. Every attempt was made to incorporate the suggestions of the
members of the *Prevention Workforce Development Task Force*, but the
report itself was actually written by us. Thus, any inaccuracies or
shortcomings should be attributed to us, and to us alone.

We greatly appreciate having had the opportunity to prepare this report
for you. If you should need any assistance in interpreting this report
or in implementing the recommendations, please contact us at
Lveneziano@semo.edu or 573.986.7369 or Eleoni@semo.edu or 573.651.2470.

Sincerely,

  ----------------------------------------- -----------------------------
  Louis Veneziano, Ph.D.                    Ed Leoni, Re.D.

  Professor of Criminal Justice and         Professor of Health and
  Psychology                                Leisure
  ----------------------------------------- -----------------------------

  -----------------------------------------------------------------------
  **Table of Contents**

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

[Executive Summary v](#__RefHeading___Toc24807388)

[The Problem and the Plan 1](#__RefHeading___Toc24807389)

[Incidentals of Authorization and Submittal
1](#__RefHeading___Toc24807390)

[Goal and Objectives of the Prevention Workforce Development Survey
1](#__RefHeading___Toc24807391)

[A Preview of the Presentation 1](#__RefHeading___Toc24807392)

[Introduction 3](#__RefHeading___Toc24807393)

[Current Certification Standards for Prevention Program Staff
3](#current-certification-standards-for-prevention-program-staff)

[Workforce Development Concerns 3](#workforce-development-concerns)

[Characteristics of the Prevention Workforce
3](#__RefHeading___Toc24807396)

[Job Task Analysis 4](#__RefHeading___Toc24807397)

[Competencies 4](#__RefHeading___Toc24807398)

[Recommendations of the Taskforce 5](#__RefHeading___Toc24807399)

[Methodology 9](#__RefHeading___Toc24807400)

[Participants 9](#__RefHeading___Toc24807401)

[Instrument Development 10](#__RefHeading___Toc24807402)

[Procedure 11](#__RefHeading___Toc24807403)

[Data Analysis 11](#__RefHeading___Toc24807404)

[Characteristics of the Total Sample 13](#__RefHeading___Toc24807405)

[Age 13](#__RefHeading___Toc24807406)

[Gender 13](#__RefHeading___Toc24807407)

[Ethnicity 13](#__RefHeading___Toc24807408)

[Educational Level 13](#__RefHeading___Toc24807409)

[Number of Years of Experience Working in the Field of Prevention
14](#__RefHeading___Toc24807410)

[Number of Prevention Service Hours Provided Per Week
14](#__RefHeading___Toc24807411)

[Percentage of Time Spent Performing Major Job Activities
14](#__RefHeading___Toc24807412)

[Characteristics of the Prevention Aide Sub Sample
15](#__RefHeading___Toc24807413)

[Age 15](#__RefHeading___Toc24807414)

[Gender 15](#__RefHeading___Toc24807415)

[Ethnicity 15](#__RefHeading___Toc24807416)

[Educational Level 15](#__RefHeading___Toc24807417)

[Number of Years of Experience Working in the Field of Prevention
15](#__RefHeading___Toc24807418)

[Number of Prevention Service Hours Provided Per Week
16](#__RefHeading___Toc24807419)

[Percentage of Time Spent Performing Major Job Activities
16](#__RefHeading___Toc24807420)

[Characteristics of the Prevention Technician Sub Sample
17](#__RefHeading___Toc24807421)

[Age 17](#__RefHeading___Toc24807422)

[Gender 17](#__RefHeading___Toc24807423)

[Ethnicity 17](#__RefHeading___Toc24807424)

[Educational Level 17](#__RefHeading___Toc24807425)

[Number of Years of Experience Working in the Field of Prevention
18](#__RefHeading___Toc24807426)

[Number of Prevention Service Hours Provided Per Week
18](#__RefHeading___Toc24807427)

[Percentage of Time Spent Performing Major Job Activities
18](#__RefHeading___Toc24807428)

[Characteristics of the Prevention Specialist Sub Sample
19](#__RefHeading___Toc24807429)

[Age 19](#__RefHeading___Toc24807430)

[Gender 19](#__RefHeading___Toc24807431)

[Ethnicity 19](#__RefHeading___Toc24807432)

[Educational Level 19](#__RefHeading___Toc24807433)

[Number of Years of Experience Working in the Field of Prevention
20](#__RefHeading___Toc24807434)

[Number of Prevention Service Hours Provided Per Week
20](#__RefHeading___Toc24807435)

[Percentage of Time Spent Performing Major Job Activities
20](#__RefHeading___Toc24807436)

[Characteristics of the Prevention Professional Sub Sample
21](#__RefHeading___Toc24807437)

[Age 21](#__RefHeading___Toc24807438)

[Gender 21](#__RefHeading___Toc24807439)

[Ethnicity 21](#__RefHeading___Toc24807440)

[Educational Level 21](#__RefHeading___Toc24807441)

[Number of Years of Experience Working in the Field of Prevention
22](#__RefHeading___Toc24807442)

[Number of Prevention Service Hours Provided Per Week
22](#__RefHeading___Toc24807443)

[Percentage of Time Spent Performing Major Job Activities
22](#__RefHeading___Toc24807444)

[Importance of Administrative Skills or Activities
23](#__RefHeading___Toc24807445)

[General Trend 23](#__RefHeading___Toc24807446)

[Ranking of Individual Skills 23](#__RefHeading___Toc24807447)

[Individual Skill by Work Category 23](#__RefHeading___Toc24807448)

[Importance of Receiving Training in Administrative Skills or Activities
24](#__RefHeading___Toc24807449)

[General Trend 24](#__RefHeading___Toc24807450)

[Ranking of Individual Skills 24](#__RefHeading___Toc24807451)

[Individual Skill by Work Category 24](#__RefHeading___Toc24807452)

[Receipt of Adequate Training in Administrative Skills or Activities
25](#__RefHeading___Toc24807453)

[Importance of Case Management Skills or Activities
26](#__RefHeading___Toc24807454)

[General Trend 26](#__RefHeading___Toc24807455)

[Ranking of Individual Skills 26](#__RefHeading___Toc24807456)

[Individual Skill by Work Category 26](#__RefHeading___Toc24807457)

[Importance of Receiving Training in Case Management Skills or
Activities 27](#__RefHeading___Toc24807458)

[General Trend 27](#__RefHeading___Toc24807459)

[Ranking of Individual Skills 27](#__RefHeading___Toc24807460)

[Individual Skill by Work Category 27](#__RefHeading___Toc24807461)

[Receipt of Adequate Training in Case Management Skills or Activities
28](#__RefHeading___Toc24807462)

[Importance of Direct Service Skills or Activities
29](#__RefHeading___Toc24807463)

[General Trend 29](#__RefHeading___Toc24807464)

[Ranking of Individual Skills 29](#__RefHeading___Toc24807465)

[Individual Skill by Work Category 30](#__RefHeading___Toc24807466)

[Importance of Receiving Training in Direct Service Skills or Activities
31](#__RefHeading___Toc24807467)

[General Trend 31](#__RefHeading___Toc24807468)

[Ranking of Individual Skills 31](#__RefHeading___Toc24807469)

[Individual Skill by Work Category 32](#__RefHeading___Toc24807470)

[Receipt of Adequate Training in Administrative Skills or Activities
33](#__RefHeading___Toc24807471)

[Importance of Record Keeping Skills or Activities
34](#__RefHeading___Toc24807472)

[General Trend 34](#__RefHeading___Toc24807473)

[Ranking of Individual Skills 34](#__RefHeading___Toc24807474)

[Individual Skill by Work Category 34](#__RefHeading___Toc24807475)

[Importance of Receiving Training in Record Keeping Skills or Activities
35](#__RefHeading___Toc24807476)

[General Trend 35](#__RefHeading___Toc24807477)

[Ranking of Individual Skills 35](#__RefHeading___Toc24807478)

[Individual Skill by Work Category 35](#__RefHeading___Toc24807479)

[Receipt of Adequate Training in Record Keeping Skills or Activities
36](#__RefHeading___Toc24807480)

[Importance of Supervisory Skills or Activities
37](#__RefHeading___Toc24807481)

[General Trend 37](#__RefHeading___Toc24807482)

[Ranking of Individual Skills 37](#__RefHeading___Toc24807483)

[Individual Skill by Work Category 37](#__RefHeading___Toc24807484)

[Importance of Receiving Training in Supervisory Skills or Activities
38](#__RefHeading___Toc24807485)

[General Trend 38](#__RefHeading___Toc24807486)

[Ranking of Individual Skills 38](#__RefHeading___Toc24807487)

[Individual Skill by Work Category 38](#__RefHeading___Toc24807488)

[Receipt of Adequate Training in Supervisory Skills or Activities
39](#__RefHeading___Toc24807489)

[Summary and Conclusions 40](#__RefHeading___Toc24807490)

[Recommendations 41](#__RefHeading___Toc24807491)

[Appendix A 42](#__RefHeading___Toc24807492)

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

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

  -----------------------------------------------------------------------
  **Executive Summary**[]{#__RefHeading___Toc24807388 .anchor}

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

The recommendations that result from the *Prevention Workforce
Development Survey* are as follows:

1.  The prevention field in the *State of Missouri* should be
    professionalized

2.  The professionalization of the prevention field in the *State of
    Missouri* would best be accomplished by establishing a multi-tier
    certification scheme

3.  Specifically, the multi-tier certification scheme should consist of
    the following four levels:

    a.  Prevention Aides

    b.  Prevention Technicians

    c.  Prevention Specialists

    d.  Prevention Professionals

4.  The *Prevention Section* of the *Division of Alcohol and Drug Abuse*
    within the *Missouri Department of Mental Health* should assume
    primary responsibility for certifying prevention workers in the
    *State of Missouri*

5.  Certification should not be based on education and experience alone

6.  Certification should be based, in part, on the demonstration of
    mastery of prevention activities and skills on a
    criterion-referenced, as opposed to a norm-referenced, assessment
    protocol

Supporting these recommendations are the following findings and
conclusions drawn from the *Prevention Workforce Development Survey*.
The survey participants were 191 prevention workers employed at 32 sites
that received funding from the *Prevention Section* of the *Division of
Alcohol and Drug Abuse* within the *Missouri Department of Mental
Health*. Surveys were mailed to 422 prevention workers. Usable surveys
were completed and returned by 191 of the 422 respondents, which
represents a 45.3% return rate.

The *Prevention Workforce Development Survey* was developed in a
sequence of stages. The final survey questionnaire consists of the
following three sections:

1.  Importance of Specific Job Activities

2.  Time Spent Performing Major Job Activities

3.  Background Information

The *Importance of Specific Job Activities* section of the survey
questionnaire consisted of thirty-eight skills or activities that a
prevention worker might engage in. The thirty-eight skills or activities
were arranged into the following five logically derived categories:

1.  Administrative Skills, eleven skills, for example, Contract
    management

2.  Case Management Skills, six skills, for example, Coalition building

3.  Direct Service Skills, thirteen skills, for example, Conflict
    resolution

4.  Record Keeping Skills, two skills, for example, Composing program
    reports for funders

5.  Supervisory Skills, six skills, for example, Motivating volunteers

Survey participants were asked to respond to the following three
questions for each of the thirty-eight skills or activities:

1.  How important is this skill or activity in your job? Ratings ranged
    in value from *Extremely Unimportant* (1) to *Extremely Important*
    (5).

2.  Have you received adequate training? Respondents selected *Yes* or
    *No*.

3.  How important would it be for you to receive training in this skill
    or activity? Ratings ranged in value from *Extremely
    Unimportant* (1) to *Extremely Important* (5)

The *Time Spent Performing Major Job Activities* section of the survey
questionnaire consisted of asking the respondent to estimate the
percentage of time that they spend or expect to spend performing the
following five categories of activities:

1.  Administrative, such as contract management

2.  Case Management, such as coalition building

3.  Direct Services, such as conflict resolution

4.  Record Keeping, such as composing reports for funders

5.  Supervisory, such as motivating volunteers

The *Background Information* section of the survey questionnaire
consisted of the following eight questions:

1.  Age

2.  Gender

3.  Ethnicity

4.  Educational Level

5.  College Major, if applicable

6.  Work Title

7.  Number of Hours Spent per Week Providing Prevention Services

8.  Number of Years of Experience in the Field of Prevention

The survey questionnaires were mailed to a contact person at each site.
When the completed survey questionnaires were returned, each participant
was assigned to one of the following four prevention worker categories
based on his or her response to the *What is Your Work Title* question:

1.  Prevention Aide

2.  Prevention Technician

3.  Prevention Specialist

4.  Prevention Professional

The *qualitative variables* were analyzed at the *descriptive
statistical level* using *frequency distributions*, while the
*quantitative variables* were analyzed by calculating *means* and
*standard deviations*. *Qualitative variables* were analyzed at the
*inferential statistical level* by calculating a *Chi-Square Test of
Independence*, while the *quantitative variables* were analyzed by
conducting a *One-Way Analysis of Variance*. For both types of
variables, the four prevention worker categories served as the
independent variable. Statistically significant differences between the
means were determined by performing a *Bonferroni post hoc* analysis of
all possible pair-wise comparisons.

In general, the results of the *Prevention Workforce Development Survey*
indicated that there were reliable and meaningful differences between
the four groups of prevention workers. These reliable and meaningful
differences were based on the following four types of results:

1.  The four groups differed in terms of the percentage of time that
    they actually spend performing certain types of prevention
    activities and skills

2.  The four groups differed in terms of how they rated the importance
    of the prevention activities and skills

3.  The four groups differed in terms of how they rated the importance
    of receiving training in the prevention activities and skills

4.  The four groups differed in terms of the actual amount of training
    that they have already received in the prevention activities and
    skills

The results of the *Prevention Workforce Development Survey* provide
strong support for the need to professionalize the field of prevention.
An important initial step in the professionalization of the field of
prevention would be the establishment of a multi-tier certification
scheme. Specifically, such a multi-tier scheme should provide
certification at the following four levels:

1.  Prevention Aides

2.  Prevention Technicians

3.  Prevention Specialists

4.  Prevention Professionals

The results of the *Prevention Workforce Development Survey* indicate
that certification should not be based on education and experience
alone. This is partially the case because there is no standard
curriculum for the field of prevention at the present time. In addition,
workers in the field strongly suggest that prevention workers be exposed
to, allowed to acquire, and develop mastery of specific prevention
activities and skills.

Public sentiment and the declining tax revenues that characterize the
current fiscal situation set the stage for demands for greater
accountability. In order to be accountable, service providers must
actually provide the services that they are receiving funding to
provide. Prevention workers clearly have great needs to receive training
in the specific prevention activities and skills that will enable them
to effectively provide prevention services to target populations. The
establishment of a multi-tier certification scheme would serve as a
basis to demonstrate that prevention workers are actually acquiring and
mastering the very skills they need to be effective.

In addition, the results of the *Prevention Workforce Development
Survey* indicate what types of training needs exist for workers at
various stages in the prevention profession. The lack of a standard
prevention curriculum suggests that the assessment portion of the
multi-tier certification scheme should be criterion-based, as opposed to
norm-based. That is, certification should be based on a prevention
worker's mastery of the specific prevention activities and skills
associated with the successful provision of services for that job
category, as opposed to comparing a person's scores with the scores
obtained by some normative group.

**Results of the Prevention Workforce Development Survey**

**Missouri Department of Mental Health**

**Division of Alcohol and Drug Abuse**

  -----------------------------------------------------------------------
  **The Problem and the Plan**[]{#__RefHeading___Toc24807389 .anchor}

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

**Incidentals of Authorization and
Submittal**[]{#__RefHeading___Toc24807390 .anchor}

This report summarizes the results obtained and recommendations derived
from surveying 191 prevention workers employed at thirty-two sites that
received funding from the *Prevention Section* of the *Division of
Alcohol and Drug Abuse* within the *Missouri Department of Mental
Health*. This report is being submitted to Mr. Charles Williams by Drs.
Louis Veneziano and Ed Leoni of *Southeast Missouri State University* on
behalf of the *Prevention Workforce Development Task Force*.

**Goal and Objectives of the Prevention Workforce Development
Survey**[]{#__RefHeading___Toc24807391 .anchor}

The overall goal of the *Prevention Workforce Development Survey* was to
develop a series of recommendations concerning the creation of a
multiple-tier certification program for prevention workers employed in
the *State of Missouri*.

The objectives of the *Prevention Workforce Development Survey* were to:

1.  Survey a representative sample of prevention workers currently
    employed in the *State of Missouri*

2.  Determine the importance of thirty-eight skills or activities
    routinely engaged in by prevention workers

3.  Determine the percentages of prevention workers who felt that they
    had received adequate training in each of the thirty-eight skills or
    activities routinely engaged in by prevention workers

4.  Determine the importance of receiving training in each of the
    thirty-eight skills or activities routinely engaged in by prevention
    workers

5.  Determine the percentage of time that prevention workers actually
    spend performing five major categories of activities

**A Preview of the Presentation**[]{#__RefHeading___Toc24807392 .anchor}

In the following pages, the findings and analysis of the survey
conducted of 191 prevention workers are discussed. First is an
introductory section that traces the historical development of the
*Prevention Workforce Development Task Force*. Second is a methodology
section that describes the procedures used. Third are five sections that
describe the characteristics of the total sample, as well as each of the
four sub samples. Fourth is a section that describes the percentage of
time spent performing major job activities. Fifth are five sections that
describe the importance of each of five major job categories, the
importance of receiving training in that category, and the percentage of
prevention workers who have received adequate training in that category.
Conclusions drawn from these results form the basis for the
recommendations

made concerning the creation of a multiple-tier certification program
for prevention workers employed in the *State of Missouri*.

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

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

  -----------------------------------------------------------------------
  []{#__RefHeading___Toc24807393 .anchor}**Introduction**

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

The *Prevention Workforce Development Task Force* was convened by the
*Prevention Section* of the *Division of Alcohol and Drug Abuse*
(*ADA*). The overarching concern motivating the development of this
taskforce involves the unmet needs of Missouri prevention workforces.
Therefore, an important charge of this task force is to engage a
progressive attempt to gather the necessary information to propose
recommendations to the *Division of Alcohol and Drug Abuse*. This
taskforce seeks to position prevention work in the *State of Missouri*
as a credible behavioral health profession.

### Current Certification Standards for Prevention Program Staff

### In order to meet the current certification standards for alcohol and drug abuse programs, provider prevention personnel must:

> 1\. be a graduate of "an accredited college or university with a
> bachelor's degree in community development, education, public
> administration, public health, psychology, sociology, social work or
> closely related field;"
>
> 2\. have "one year or more of full-time equivalent professional
> experience in education, public health, mental health, human services,
> or a closely related area."
>
> 3\. Additional years of experience may be substituted on a
> year-for-year basis for the education requirement.

### Workforce Development Concerns

It was recognized during the discussion of this certification
requirement that the requirement did not address prevention-specific
skill sets and did not provide for an "in progress" certification for
someone who did not meet all of the above criteria.

### Discussion about the certification process yielded the following concerns:

-   The present certification process is not seen as necessary by the
    prevention work force

-   The certifications process is not cost effective for the
    individual/organizations

-   Process is intimidating, the prevention workforce is a diverse
    group, with no single entry level in degree, which is therefore
    generally unprepared for seeking this certification

-   There is a lack of a common language

-   The Certification process has no significant value/relevance with
    career paths and is not seen as practical

-   The Certification exam has an extremely high failure rate

-   A comprehensive survey of workforce needs has not been conducted

### Training is not readily available or accessible

**Characteristics of the Prevention
Workforce**[]{#__RefHeading___Toc24807396 .anchor}

The prevention workforce was described as being extremely heterogeneous
without a single educational degree preparation. The *Task Force*
defined the end client/consumer as individuals, families, organizations,
and or communities.

**Job Task Analysis**[]{#__RefHeading___Toc24807397 .anchor}

+-----------------------------------+----------------------------------+
| **Direct Services**               | **Indirect Services**            |
+-----------------------------------+----------------------------------+
| Intervention                      | Advocacy                         |
|                                   |                                  |
| Curriculum delivery               | Technical Assistance             |
|                                   |                                  |
| Alternative Activities:           | Program Planning                 |
|                                   |                                  |
| -   Recreation                    | Program Assessment               |
|                                   |                                  |
| -   Arts                          | Resource acquisition             |
|                                   |                                  |
| -   Sports                        | Program Evaluation               |
|                                   |                                  |
| -   Community service             |                                  |
|                                   |                                  |
| Program facilitation              |                                  |
|                                   |                                  |
| Outreach to specific populations  |                                  |
|                                   |                                  |
| Mentoring                         |                                  |
|                                   |                                  |
| Training/technical assistance     |                                  |
|                                   |                                  |
| Advocacy                          |                                  |
|                                   |                                  |
| Education                         |                                  |
|                                   |                                  |
| Information dissemination         |                                  |
|                                   |                                  |
| Public awareness                  |                                  |
|                                   |                                  |
| Problem identification & referral |                                  |
|                                   |                                  |
| -   EAP                           |                                  |
|                                   |                                  |
| -   SAP                           |                                  |
|                                   |                                  |
| -   SATOP                         |                                  |
|                                   |                                  |
| Community organization-team       |                                  |
| building                          |                                  |
|                                   |                                  |
| Case management                   |                                  |
|                                   |                                  |
| Resource acquisition-connecting   |                                  |
| people with resources             |                                  |
|                                   |                                  |
| Community empowerment             |                                  |
|                                   |                                  |
| Marketing                         |                                  |
|                                   |                                  |
| Program/curriculum development    |                                  |
+-----------------------------------+----------------------------------+

**Competencies**[]{#__RefHeading___Toc24807398 .anchor}

The work group identified relevant competencies of the prevention
professionals in the Missouri system. In an effort to provide
organization to this list, the competencies were categorized as they
related to prevention workers; knowledge, an understanding of factors or
principles related to a particular subject; skills, capability to
perform tasks as a result of training and experience; and abilities, the
capacity to perform a set of tasks.

+----------------------+-----------------------+-----------------------+
| **Knowledge**        | **Skills**            | **Abilities**         |
+----------------------+-----------------------+-----------------------+
| -   Knowledge of     | -   Referral skills   | -   Staff recruitment |
|     prevention       |                       |     and retention     |
|     principles and   | -   Curriculum        |                       |
|     practices        |     delivery          | -   Resource          |
|                      |                       |     identification    |
| -   Knowledge of     | -   Program Planning  |                       |
|     addiction,       |                       | -   Identification of |
|     recovery,        | -   Event Planning    |     use/misuse/abuse  |
|     abuse/misuse     |                       |                       |
|                      | -   Facilitation      | -   Cultural and      |
| -   Knowledge of     |     Skills            |     linguistic        |
|     evaluation       |                       |     sensitivity       |
|                      | -   Leadership Skills |                       |
| -   Knowledge of     |                       | -   Curriculum        |
|     local and state  | -   Coalition         |     development and   |
|     resources        |     building/         |     delivery          |
|                      |                       |                       |
| -   Knowledge of     | -   Motivational      | -   Evaluate programs |
|     youth and        |     skills            |                       |
|     lifespan         |                       | -   Grant writing     |
|     developmental    | -   Volunteer         |                       |
|     stages           |     management and    | -   Access state and  |
|                      |     recruitment       |     local resources   |
| -   Knowledge of     |                       |                       |
|     coping skills    | -   Computer literacy | -   Communicate       |
|                      |                       |     clearly           |
| -   Knowledge of     | -   Issue advocacy    |                       |
|     learning         |                       | -   Facilitate group  |
|     theories         | -   Social Marketing  |     interaction       |
|                      |                       |                       |
| -   Knowledge of     | -   Social Norming    | ```{=html}            |
|     theory of change |                       | <!-- -->              |
|                      | -   Ethics            | ```                   |
| -   Knowledge of     |                       | -   Assess, identify, |
|     Risk and         | -   Data collection   |     and apply         |
|     Protective       |                       |     appropriate       |
|     Factors          | -   Reporting         |     interventions     |
|                      |                       |                       |
| -   Intra-personal   |                       | -   Conduct Community |
|     knowledge and    |                       |     Needs Assessment  |
|     awareness        |                       |                       |
|                      |                       | -   Provide Program   |
|                      |                       |     Supervision and   |
|                      |                       |     Oversight         |
+----------------------+-----------------------+-----------------------+

**Recommendations of the Taskforce**[]{#__RefHeading___Toc24807399
.anchor}**:**

-   The *Taskforce* unanimously agreed that the prevention field must be
    professionalized. One set of training or testing will be sufficient
    for the current prevention needs. Recognizing this, the taskforce
    recommended that a survey of the prevention workforce be developed
    to gather salient information pertaining to work experience,
    education level, and job duties to aide this taskforce in
    formalizing recommendations. Define the common, or core,
    characteristics of prevention "jobs", additionally the task force
    will define levels of experience, education and training for each
    prevention worker/"job", identify accessible and alternative
    training methods to support the aforementioned competencies.

-   The *Taskforce* also recommended that the *Division of Alcohol and
    Drug Abuse* assume primary responsibility for certifying individuals
    in the *State of Missouri*. The basis of this recommendation was
    threefold: (1) this would support the establishment of a consistent
    and common language within the field; (2) assist in positioning the
    field of prevention as a credible career path in the mental health
    industry and (3) aid the prevention workforce in meeting and passing
    the certification exam. Another step in professionalizing may
    include the formation of a *Prevention Provider
    Association/Network*.

-   The certification process proposed for adoption identified four
    distinct levels of the prevention workforce. For each level of
    classification, progressive minimum qualifications and core training
    requirements were identified. The different classification levels
    enable progressive development of knowledge, skills, and abilities
    as well as the recognition of an individuals' mastery of core
    competencies required for credentialing. The recommended tiers for
    the prevention workforce are:

  --------------- ---------------------- ---------------------------------
  **Level of      **Title**              **Credentialing**
  Entry**                                

  Level 1         Prevention Aide        Certificate of completed training

  Level 2         Prevention Technician  Recognized Prevention Technician
                                         by DADA

  Level 3         Prevention Specialist  Certified Prevention Specialist
                                         by DADA

  Level 4         Prevention             Certified Prevention Professional
                  Professional           by DADA
  --------------- ---------------------- ---------------------------------

The prevention workforce ranges from entry-level staff to prevention
professionals. In an effort to identify the salient features or
characteristics defining each level the taskforce composed some
tentative definitions. It was recommended that the following
descriptions serve as the absolute minimum criteria for entry into each
level.

+-------------+--------------------+-----------------+-----------------+
| **Level and | **Description**    | **Educational   | **Experience    |
| Title**     |                    | Requirements**  | Requirement**   |
+-------------+--------------------+-----------------+-----------------+
| Level 1:    |                    |                 | None            |
|             |                    |                 |                 |
| Prevention  |                    |                 |                 |
| Aide        |                    |                 |                 |
+-------------+--------------------+-----------------+-----------------+
| Level 2     | An individual      | High School     | Linkage to the  |
|             | whose primary      | Diploma or GED  | community to be |
| Prevention  | responsibility is  |                 | served          |
| Technician  | to provide direct  |                 |                 |
|             | services to the    |                 |                 |
|             | identified         |                 |                 |
|             | consumer. This     |                 |                 |
|             | person has no      |                 |                 |
|             | supervisory        |                 |                 |
|             | responsibilities & |                 |                 |
|             | receives direct    |                 |                 |
|             | supervision        |                 |                 |
+-------------+--------------------+-----------------+-----------------+
| Level 3:    | Viewed as a Junior | Bachelor's      | One year of     |
|             | Professional. This | Degree          | experience      |
| Prevention  | could be their     |                 |                 |
| Specialist  | 1^st^ full time    |                 | Or              |
|             | employment         |                 |                 |
|             | opportunity.       |                 | Five (5) years  |
|             | Direct services    |                 | experience      |
|             | are provided by    |                 | without a       |
|             | this individual.   |                 | degree          |
+-------------+--------------------+-----------------+-----------------+
| Level 4:    | Senior             | Bachelor's      | Three (3) years |
|             | professional.      | degree in       | supervisory     |
| Prevention  | Primary            | relevant field  | experience in   |
| P           | responsibilities   |                 | p               |
| rofessional | focus on the       |                 | revention/youth |
|             | day-to-day program |                 | development     |
|             | operations. This   |                 |                 |
|             | person is          |                 |                 |
|             | responsible for    |                 |                 |
|             | supervising all    |                 |                 |
|             | proceeding levels. |                 |                 |
|             | Some direct        |                 |                 |
|             | services may be    |                 |                 |
|             | provided by this   |                 |                 |
|             | person             |                 |                 |
+-------------+--------------------+-----------------+-----------------+

It was recommended that training requirements be established at all
levels. Consistency in training would assist in developing prevention
into a recognized professional field. Possibilities for trainers include
*ATTC*, *ACT Missouri*, and *Southwest CAPT*, with the caveat that
training opportunities should be accessible to prevention providers. The
taskforce identified some core requirements that would necessitate
training for each of the aforementioned levels. The following chart
delineates the minimum core requirements for each level. Each level
presupposes the accomplishments or mastery of the core requirements
denoted for the proceeding level.

+----------------+-----------------------------------------------------+
| **Level and    | **Basic Competencies**                              |
| Title**        |                                                     |
+================+=====================================================+
| Level 1        |                                                     |
|                |                                                     |
| Prevention     |                                                     |
| Aide           |                                                     |
+----------------+-----------------------------------------------------+
| Level 2        | -   Active Listening Skills                         |
|                |                                                     |
| Prevention     | -   Social/interactive skills                       |
| Technician     |                                                     |
|                | -   Fundamental basic knowledge of prevention       |
|                |                                                     |
|                | -   Good working knowledge of program delivery      |
|                |                                                     |
|                | -   How what you're doing fits into the big picture |
|                |     of prevention                                   |
|                |                                                     |
|                | -   Crisis Plan execution                           |
|                |                                                     |
|                | -   Problem solving                                 |
|                |                                                     |
|                | -   Conflict resolution                             |
|                |                                                     |
|                | -   Group dynamics                                  |
|                |                                                     |
|                | -   Time management                                 |
|                |                                                     |
|                | -   Planning & organizing                           |
|                |                                                     |
|                | -   Ethics                                          |
+----------------+-----------------------------------------------------+
| Level 3        | All proceeding competencies plus:                   |
|                |                                                     |
| Prevention     | -   Leadership skills                               |
| Specialist     |                                                     |
|                | -   Entry level management                          |
|                |                                                     |
|                | -   Knowledge of youth development                  |
|                |                                                     |
|                | -   Organizing or event planning                    |
|                |                                                     |
|                | -   Communication skills                            |
|                |                                                     |
|                | -   Problem solving skills                          |
|                |                                                     |
|                | -   Decision making                                 |
|                |                                                     |
|                | -   Working understanding of applicable local &     |
|                |     state childcare regulations                     |
|                |                                                     |
|                | -   Relationship building                           |
|                |                                                     |
|                | -   Knowledge of public policy development          |
+----------------+-----------------------------------------------------+
| Level 4        | All proceeding competencies plus:                   |
|                |                                                     |
| Prevention     | -   Budget management                               |
| Professional   |                                                     |
|                | -   Program design                                  |
|                |                                                     |
|                | -   Program implementation                          |
|                |                                                     |
|                | -   Curriculum development                          |
|                |                                                     |
|                | -   Evaluation development                          |
|                |                                                     |
|                | -   Supervisory skills                              |
|                |                                                     |
|                | -   Data analysis                                   |
|                |                                                     |
|                | -   Reporting and record keeping                    |
|                |                                                     |
|                | -   Resource acquisition/grant writing              |
|                |                                                     |
|                | -   Marketing/Public Speaking/Public Relations      |
|                |                                                     |
|                | -   Risk management                                 |
|                |                                                     |
|                | -   Hiring, selecting, recruitment & retention      |
|                |                                                     |
|                | -   Staff development                               |
|                |                                                     |
|                | -   Research and program assessment                 |
|                |                                                     |
|                | -   Public policy and advocacy                      |
|                |                                                     |
|                | -   Mid-level management training                   |
+----------------+-----------------------------------------------------+

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

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

  -----------------------------------------------------------------------
  **Methodology**[]{#__RefHeading___Toc24807400 .anchor}

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

**Participants**[]{#__RefHeading___Toc24807401 .anchor}

The survey participants were 191 prevention workers employed at
thirty-two sites that received funding from the *Prevention Section* of
the *Division of Alcohol and Drug Abuse* within the *Missouri Department
of Mental Health*. Surveys were mailed to 422 prevention workers. The
following table contains the number of surveys mailed to each of the
thirty-sites:

+-------------------------------------------------+--------------------+
| **Agency**                                      | **Number of        |
|                                                 | Surveys Mailed     |
|                                                 | Out**              |
+-------------------------------------------------+--------------------+
| Burrell Center                                  | 3                  |
+-------------------------------------------------+--------------------+
| Community Partnership of the Ozarks             | 30                 |
+-------------------------------------------------+--------------------+
| Lafayette House                                 | 3                  |
+-------------------------------------------------+--------------------+
| Ozark Center                                    | 2                  |
+-------------------------------------------------+--------------------+
| Pathways                                        | 4                  |
+-------------------------------------------------+--------------------+
| Sigma House                                     | 2                  |
+-------------------------------------------------+--------------------+
| # Family Counseling Center of Missouri          | 4                  |
+-------------------------------------------------+--------------------+
| LEAD Institute                                  | 4                  |
+-------------------------------------------------+--------------------+
| Preferred Family                                | 4                  |
+-------------------------------------------------+--------------------+
| Wellness Resource Center                        | 11                 |
+-------------------------------------------------+--------------------+
| Better Family Life                              | 8                  |
+-------------------------------------------------+--------------------+
| CORR                                            | 3                  |
+-------------------------------------------------+--------------------+
| Friends with a Better Plan                      | 18                 |
+-------------------------------------------------+--------------------+
| IAM CARES                                       | 2                  |
+-------------------------------------------------+--------------------+
| NCADA                                           | 14                 |
+-------------------------------------------------+--------------------+
| 33^rd^ Judicial Circuit Court                   | 3                  |
+-------------------------------------------------+--------------------+
| Family Counseling Center                        | 2                  |
+-------------------------------------------------+--------------------+
| Prevention Consultants of Missouri              | 3                  |
+-------------------------------------------------+--------------------+
| Lincoln University                              | 8                  |
+-------------------------------------------------+--------------------+
| SEMO Community Treatment Center                 | 1                  |
+-------------------------------------------------+--------------------+
| SEMO State University                           | 4                  |
+-------------------------------------------------+--------------------+
| Alliance                                        | 130                |
+-------------------------------------------------+--------------------+
| Big Brothers & Sisters                          | 8                  |
+-------------------------------------------------+--------------------+
| Boys & Girls Clubs of Greater Kansas City       | 120                |
+-------------------------------------------------+--------------------+
| Guadalupe Center                                | 4                  |
+-------------------------------------------------+--------------------+
| Heart of America Family Services                | 3                  |
+-------------------------------------------------+--------------------+
| Move Up                                         | 2                  |
+-------------------------------------------------+--------------------+
| Preferred Family Healthcare                     | 4                  |
+-------------------------------------------------+--------------------+
| NCADD                                           | 8                  |
+-------------------------------------------------+--------------------+
| Swope Parkway                                   | 3                  |
+-------------------------------------------------+--------------------+
| Synergy Services                                | 3                  |
+-------------------------------------------------+--------------------+
| Tri-County Mental Health                        | 4                  |
+-------------------------------------------------+--------------------+
|                                                 |                    |
+-------------------------------------------------+--------------------+
| Total Number of Prevention Workers:             | 422                |
+-------------------------------------------------+--------------------+

Usable surveys were completed and returned by 191 of the 422
respondents. This represents a 45.3% return rate. The following table
contains the number and percentage of respondents by work category:

  --------------------- ------------------------ -------------------------
  **Work Category**     **Number of              **Percentage of Total
                        Respondents**            Sample**

                                                 

  **Prevention Aide**   29                       15.2%

  **Prevention          24                       12.6%
  Technician**                                   

  **Prevention          74                       38.7%
  Specialist**                                   

  **Prevention          64                       33.5%
  Professional**                                 

                                                 

  **Total**             191                      100%
  --------------------- ------------------------ -------------------------

**Instrument Development**[]{#__RefHeading___Toc24807402 .anchor}

The *Prevention Workforce Development Survey* was developed in the
following six stages:

1.  Members of the *Prevention Workforce Development Task Force*
    generated items

2.  The items were arranged in a logically derived order

3.  The formatted items were reviewed by the members of the *Prevention
    Workforce Development Task Force* who made suggestions concerning
    the addition, deletion, and/or modification of items

4.  The revised items were reformatted

5.  The reformatted items were reviewed again by the members of the
    *Prevention Workforce Development Task Force,* who made additional
    suggestions concerning the addition, deletion, and/or modification
    of items

6.  The resulting questionnaire was pilot tested on a small group of
    actual prevention workers

Steps 3 through 6 were repeated twice, so the entire development process
went through three iterations. Appendix A contains a copy of the final
survey questionnaire. The final survey questionnaire consists of the
following three sections:

1.  Importance of Specific Job Activities

2.  Time Spent Performing Major Job Activities

3.  Background Information

The *Importance of Specific Job Activities* section of the survey
questionnaire consisted of thirty-eight skills or activities that a
prevention worker might engage in. The thirty-eight skills or activities
were arranged into the following five logically derived categories:

1.  Administrative Skills, eleven skills, for example, Contract
    management

2.  Case Management Skills, six skills, for example, Coalition building

3.  Direct Service Skills, thirteen skills, for example, Conflict
    resolution

4.  Record Keeping Skills, two skills, for example, Composing program
    reports for funders

5.  Supervisory Skills, six skills, for example, Motivating volunteers

Survey participants were asked to respond to the following three
questions for each of the thirty-eight skills or activities:

1.  How important is this skill or activity in your job? Ratings ranged
    in value from *Extremely Unimportant* (1) to *Extremely Important*
    (5).

2.  Have you received adequate training? Respondents selected *Yes* or
    *No*.

3.  How important would it be for you to receive training in this skill
    or activity? Ratings ranged in value from *Extremely
    Unimportant* (1) to *Extremely Important* (5)

The *Time Spent Performing Major Job Activities* section of the survey
questionnaire consisted of asking the respondent to estimate the
percentage of time that they spend or expect to spend performing the
following five categories of activities:

1.  Administrative, such as contract management

2.  Case Management, such as coalition building

3.  Direct Services, such as conflict resolution

4.  Record Keeping, such as composing reports for funders

5.  Supervisory, such as motivating volunteers

The *Background Information* section of the survey questionnaire
consisted of the following eight questions:

1.  Age

2.  Gender

3.  Ethnicity

4.  Educational Level

5.  College Major, if applicable

6.  Work Title

7.  Number of Hours Spent per Week Providing Prevention Services

8.  Number of Years of Experience in the Field of Prevention

**Procedure**[]{#__RefHeading___Toc24807403 .anchor}

The survey questionnaires were mailed to a contact person at each site
who agreed to complete the following tasks:

1.  Distribute the survey questionnaires to the prospective participants

2.  Direct any questions to the survey researchers

3.  Collect the completed survey questionnaires

4.  Return the completed survey questionnaires to the survey researchers

**Data Analysis**[]{#__RefHeading___Toc24807404 .anchor}

Each participant was assigned to one of the following four prevention
worker categories based on his or her response to the *What is Your Work
Title* question:

1.  Prevention Aide

2.  Prevention Technician

3.  Prevention Specialist

4.  Prevention Professional

The following five *qualitative variables* were analyzed at the
*descriptive statistical level* using *frequency distributions*:

1.  Receipt of Adequate Training

2.  Gender

3.  Ethnicity

4.  Educational Level

5.  Hours Spent per Week Providing Prevention Services

The following five *quantitative variables* were analyzed at the
*descriptive statistical level* by calculating *means* and *standard
deviations*:

1.  Rated Importance of Skill or Activity

2.  Rated Importance of Receiving Training

3.  Percentage of Time Spent Performing Major Job Activities

4.  Age

5.  Number of Years of Experience in Field of Prevention

The *Receipt of Adequate Training* *qualitative variable* was analyzed
at the *inferential statistical level* by calculating a *Chi-Square Test
of Independence* with the four prevention worker categories as the
independent variable.

The following three *quantitative variables* were analyzed at the
*inferential statistical level* by conducting a *One-Way Analysis of
Variance* with the four prevention worker categories as the independent
variable. Statistically significant differences between the means were
determined by performing a *Bonferroni post hoc* analysis of all
possible pair-wise comparisons:

1.  Rated Importance of Skill or Activity

2.  Rated Importance of Receiving Training

3.  Percentage of Time Spent Performing Major Job Activities

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

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

  -----------------------------------------------------------------------
  **Characteristics of the Total Sample**[]{#__RefHeading___Toc24807405
  .anchor}

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

**Age**[]{#__RefHeading___Toc24807406 .anchor}

The average (mean) age of the 191 prevention workers surveyed was 33.03
(SD = 10.88). The prevention workers ranged in age from 19 to 58.

**Gender**[]{#__RefHeading___Toc24807407 .anchor}

The following table contains the number and percentage of prevention
workers by gender:

  -------------- --------------------------- -----------------------------
  **Gender**     **Number of Respondents**   **Percentage of Sample**

                                             

  **Female**     135                         71.1%

  **Male**       55                          28.9%

                                             

  **Total**      191                         100%
  -------------- --------------------------- -----------------------------

**Ethnicity**[]{#__RefHeading___Toc24807408 .anchor}

The following table contains the number and percentage of prevention
workers by ethnicity:

  ---------------------- ------------------------ ----------------------------
  **Ethnic Group**       **Number of              **Percentage of Sample**
                         Respondents**            

                                                  

  **African-American**   62                       33.3%

  **Hispanic**           7                        3.8%

  **White**              111                      59.7%

  **Other**              6                        3.2%

                                                  

  **Total**              191                      100%
  ---------------------- ------------------------ ----------------------------

**Educational Level**[]{#__RefHeading___Toc24807409 .anchor}

The following table contains the number and percentage of prevention
workers by educational level:

  ---------------------- ------------------------ ------------------------
  **Educational Level**  **Number of              **Percentage of Sample**
                         Respondents**            

                                                  

  **Less Than High       2                        1.1%
  School**                                        

  **Some High School**   1                        0.5%

  **High School          15                       7.9%
  Graduate**                                      

  **GED**                1                        0.5%

  **Some College**       45                       23.7%

  **College Graduate**   90                       47.4%

  **Master's Degree**    34                       17.9%

  **Doctoral Degree**    2                        1.1%

                                                  

  **Total**              191                      100%
  ---------------------- ------------------------ ------------------------

**Number of Years of Experience Working in the Field of
Prevention**[]{#__RefHeading___Toc24807410 .anchor}

The average (mean) number of years of experience working in the field of
prevention of the 191 prevention workers surveyed was 5.18 (SD = 5.68).
The number of years of experience working in the field of prevention
ranged from 1 to 26.

**Number of Prevention Service Hours Provided Per
Week**[]{#__RefHeading___Toc24807411 .anchor}

  --------------------- ------------------------ -------------------------
  **Hours Per Week**    **Number of              **Percentage of Sample**
                        Respondents**            

                                                 

  **Less Than 5**       34                       18.2%

  **5 to 10 Hours**     15                       8.0%

  **11 to 20 Hours**    30                       16.0%

  **21 to 30 hours**    21                       11.2%

  **31 to 40 Hours**    49                       26.2%

  **More Than 40        38                       20.3%
  Hours**                                        

                                                 

  **Total**             191                      100%
  --------------------- ------------------------ -------------------------

**Percentage of Time Spent Performing Major Job
Activities**[]{#__RefHeading___Toc24807412 .anchor}

The following table contains the percentage of time the prevention
workers reported spent performing the following five major job
activities: (1) Administrative; (2) Case Management; (3) Direct
Services; (4) Record Keeping; and (5) Supervisory.

  -------------------- ---------- ------------------- ------------- -------------
  **Major Job          **Mean**   **Standard          **Minimum**   **Maximum**
  Activity**                      Deviation**                       

                                                                    

  **Administrative**   22.49%     22.228              0%            94%

  **Case Management**  14.55%     15.22               0%            65%

  **Direct Services**  33.61%     27.58               0%            100%

  **Record Keeping**   11.94%     14.08               0%            100%

  **Supervisory**      16.93%     17.61               0%            84%
  -------------------- ---------- ------------------- ------------- -------------

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

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

  -----------------------------------------------------------------------
  **Characteristics of the Prevention Aide Sub
  Sample**[]{#__RefHeading___Toc24807413 .anchor}

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

**Age**[]{#__RefHeading___Toc24807414 .anchor}

The average (mean) age of the 29 Prevention Aides surveyed was 27.2 (SD
= 9.8). The Prevention Aides ranged in age from 19 to 52.

**Gender**[]{#__RefHeading___Toc24807415 .anchor}

The following table contains the number and percentage of Prevention
Aide respondents by gender:

  -------------- --------------------------- -----------------------------
  **Gender**     **Number of Respondents**   **Percentage of Sub Sample**

                                             

  **Female**     21                          72.4%

  **Male**       8                           27.6%

                                             

  **Total**      29                          100%
  -------------- --------------------------- -----------------------------

**Ethnicity**[]{#__RefHeading___Toc24807416 .anchor}

The following table contains the number and percentage of Prevention
Aide respondents by ethnicity:

  ---------------------- ------------------------ ----------------------------
  **Ethnic Group**       **Number of              **Percentage of Sub Sample**
                         Respondents**            

                                                  

  **African-American**   11                       37.9%

  **Hispanic**           2                        6.9%

  **White**              16                       55.2%

                                                  

  **Total**              29                       100%
  ---------------------- ------------------------ ----------------------------

**Educational Level**[]{#__RefHeading___Toc24807417 .anchor}

The following table contains the number and percentage of Prevention
Aide respondents by educational level:

  ---------------------- ------------------------ ------------------------
  **Educational Level**  **Number of              **Percentage of Sub
                         Respondents**            Sample**

                                                  

  **Some High School**   1                        3.4%

  **High School          7                        24.1%
  Graduate**                                      

  **Some College**       17                       58.6%

  **College Graduate**   4                        13.8%

                                                  

  **Total**              29                       100%
  ---------------------- ------------------------ ------------------------

**Number of Years of Experience Working in the Field of
Prevention**[]{#__RefHeading___Toc24807418 .anchor}

The average (mean) number of years of experience working in the field of
prevention of the 29 Prevention Aides surveyed was 1.46 (SD = 0.88). The
number of years of experience working in the field of prevention ranged
from 1 to 4.

**Number of Prevention Service Hours Provided Per
Week**[]{#__RefHeading___Toc24807419 .anchor}

  --------------------- ------------------------ -------------------------
  **Hours Per Week**    **Number of              **Percentage of Sub
                        Respondents**            Sample**

                                                 

  **Less Than 5**       11                       39.3%

  **5 to 10 Hours**     3                        10.7%

  **11 to 20 Hours**    5                        17.9%

  **21 to 30 hours**    3                        10.7%

  **31 to 40 Hours**    5                        17.9%

  **More Than 40        1                        3.6%
  Hours**                                        

                                                 

  **Total**             29                       100%
  --------------------- ------------------------ -------------------------

**Percentage of Time Spent Performing Major Job
Activities**[]{#__RefHeading___Toc24807420 .anchor}

The following table contains the percentage of time the Prevention Aides
reported spent performing the following five major job activities: (1)
Administrative; (2) Case Management; (3) Direct Services; (4) Record
Keeping; and (5) Supervisory.

  -------------------- ---------- ------------------- ------------- -------------
  **Major Job          **Mean**   **Standard          **Minimum**   **Maximum**
  Activity**                      Deviation**                       

                                                                    

  **Administrative**   10.63%     15.07               0%            50%

  **Case Management**  5.96%      8.98                0%            30%

  **Direct Services**  48.27%     37.1                0%            100%

  **Record Keeping**   17.37%     28.48               0%            100%

  **Supervisory**      14.89%     22.06               0%            75%
  -------------------- ---------- ------------------- ------------- -------------

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

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

  -----------------------------------------------------------------------
  **Characteristics of the Prevention Technician Sub
  Sample**[]{#__RefHeading___Toc24807421 .anchor}

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

**Age**[]{#__RefHeading___Toc24807422 .anchor}

The average (mean) age of the 24 Prevention Technicians surveyed was
28.5 (SD = 9.3). The Prevention Technicians ranged in age from 20 to 54.

**Gender**[]{#__RefHeading___Toc24807423 .anchor}

The following table contains the number and percentage of Prevention
Technician respondents by gender:

  -------------- --------------------------- -----------------------------
  **Gender**     **Number of Respondents**   **Percentage of Sub Sample**

                                             

  **Female**     15                          65.2%

  **Male**       8                           34.8%

                                             

  **Total**      23                          100%
  -------------- --------------------------- -----------------------------

**Ethnicity**[]{#__RefHeading___Toc24807424 .anchor}

The following table contains the number and percentage of Prevention
Technician respondents by ethnicity:

  ---------------------- ------------------------ ----------------------------
  **Ethnic Group**       **Number of              **Percentage of Sub Sample**
                         Respondents**            

                                                  

  **African-American**   8                        38.1%

  **Hispanic**           2                        9.5%

  **White**              10                       47.6%

  **Other**              1                        4.8%

                                                  

  **Total**              21                       100%
  ---------------------- ------------------------ ----------------------------

**Educational Level**[]{#__RefHeading___Toc24807425 .anchor}

The following table contains the number and percentage of Prevention
Technician respondents by educational level:

  ---------------------- ------------------------ ------------------------
  **Educational Level**  **Number of              **Percentage of Sub
                         Respondents**            Sample**

                                                  

  **Some High School**   1                        4.3%

  **High School          5                        21.7%
  Graduate**                                      

  **GED**                1                        4.3%

  **Some College**       14                       60.9%

  **College Graduate**   2                        8.7%

                                                  

  **Total**              23                       100%
  ---------------------- ------------------------ ------------------------

**Number of Years of Experience Working in the Field of
Prevention**[]{#__RefHeading___Toc24807426 .anchor}

The average (mean) number of years of experience working in the field of
prevention of the 24 Prevention Technicians surveyed was 3.95 (SD =
4.18). The number of years of experience working in the field of
prevention ranged from 1 to 20.

**Number of Prevention Service Hours Provided Per
Week**[]{#__RefHeading___Toc24807427 .anchor}

  --------------------- ------------------------ -------------------------
  **Hours Per Week**    **Number of              **Percentage of Sub
                        Respondents**            Sample**

                                                 

  **Less Than 5**       6                        26.1%

  **5 to 10 Hours**     2                        8.7%

  **11 to 20 Hours**    2                        8.7%

  **21 to 30 hours**    3                        13.0%

  **31 to 40 Hours**    8                        34.8%

  **More Than 40        2                        8.7%
  Hours**                                        

                                                 

  **Total**             23                       100%
  --------------------- ------------------------ -------------------------

**Percentage of Time Spent Performing Major Job
Activities**[]{#__RefHeading___Toc24807428 .anchor}

The following table contains the percentage of time the Prevention
Technicians reported spent performing the following five major job
activities: (1) Administrative; (2) Case Management; (3) Direct
Services; (4) Record Keeping; and (5) Supervisory.

  -------------------- ---------- ------------------- ------------- -------------
  **Major Job          **Mean**   **Standard          **Minimum**   **Maximum**
  Activity**                      Deviation**                       

                                                                    

  **Administrative**   17.45%     17.38               0%            60%

  **Case Management**  10.55%     10.58               0%            30%

  **Direct Services**  35.0%      26.9                10%           90%

  **Record Keeping**   9.55%      10.31               0%            40%

  **Supervisory**      26.95%     20.4                5%            84%
  -------------------- ---------- ------------------- ------------- -------------

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

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

  -----------------------------------------------------------------------
  **Characteristics of the Prevention Specialist Sub
  Sample**[]{#__RefHeading___Toc24807429 .anchor}

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

**Age**[]{#__RefHeading___Toc24807430 .anchor}

The average (mean) age of the 74 Prevention Specialists surveyed was
32.5 (SD = 10.2). The Prevention Specialists ranged in age from 21 to
58.

**Gender**[]{#__RefHeading___Toc24807431 .anchor}

The following table contains the number and percentage of Prevention
Specialist respondents by gender:

  -------------- --------------------------- -----------------------------
  **Gender**     **Number of Respondents**   **Percentage of Sub Sample**

                                             

  **Female**     59                          79.7%

  **Male**       15                          20.3%

                                             

  **Total**      74                          100%
  -------------- --------------------------- -----------------------------

**Ethnicity**[]{#__RefHeading___Toc24807432 .anchor}

The following table contains the number and percentage of Prevention
Specialist respondents by ethnicity:

  ---------------------- ------------------------ ----------------------------
  **Ethnic Group**       **Number of              **Percentage of Sub Sample**
                         Respondents**            

                                                  

  **African-American**   16                       21.9%

  **Hispanic**           1                        1.4%

  **White**              51                       69.9%

  **Other**              5                        6.8%

                                                  

  **Total**              73                       100%
  ---------------------- ------------------------ ----------------------------

**Educational Level**[]{#__RefHeading___Toc24807433 .anchor}

The following table contains the number and percentage of Prevention
Specialist respondents by educational level:

  ---------------------- ------------------------ ------------------------
  **Educational Level**  **Number of              **Percentage of Sub
                         Respondents**            Sample**

                                                  

  **High School          2                        2.7%
  Graduate**                                      

  **Some College**       10                       13.5%

  **College Graduate**   53                       71.6%

  **Master's Degree**    9                        12.2%

                                                  

  **Total**              74                       100%
  ---------------------- ------------------------ ------------------------

**Number of Years of Experience Working in the Field of
Prevention**[]{#__RefHeading___Toc24807434 .anchor}

The average (mean) number of years of experience working in the field of
prevention of the 74 Prevention Specialists surveyed was 4.45 (SD =
4.31). The number of years of experience working in the field of
prevention ranged from 1 to 20.

**Number of Prevention Service Hours Provided Per
Week**[]{#__RefHeading___Toc24807435 .anchor}

  --------------------- ------------------------ -------------------------
  **Hours Per Week**    **Number of              **Percentage of Sub
                        Respondents**            Sample**

                                                 

  **Less Than 5**       10                       13.7%

  **5 to 10 Hours**     7                        9.6%

  **11 to 20 Hours**    10                       13.7%

  **21 to 30 hours**    8                        11.0%

  **31 to 40 Hours**    23                       31.5%

  **More Than 40        15                       20.5%
  Hours**                                        

                                                 

  **Total**             73                       100%
  --------------------- ------------------------ -------------------------

**Percentage of Time Spent Performing Major Job
Activities**[]{#__RefHeading___Toc24807436 .anchor}

The following table contains the percentage of time the Prevention
Specialists reported spent performing the following five major job
activities: (1) Administrative; (2) Case Management; (3) Direct
Services; (4) Record Keeping; and (5) Supervisory.

  -------------------- ---------- ------------------- ------------- -------------
  **Major Job          **Mean**   **Standard          **Minimum**   **Maximum**
  Activity**                      Deviation**                       

                                                                    

  **Administrative**   17.92%     19.98               0%            94%

  **Case Management**  20.88%     18.2                0%            65%

  **Direct Services**  35.42%     23.88               0%            85%

  **Record Keeping**   12.36%     9.07                0%            50%

  **Supervisory**      13.59%     14.61               0%            75%
  -------------------- ---------- ------------------- ------------- -------------

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

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

  -----------------------------------------------------------------------
  **Characteristics of the Prevention Professional Sub
  Sample**[]{#__RefHeading___Toc24807437 .anchor}

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

**Age**[]{#__RefHeading___Toc24807438 .anchor}

The average (mean) age of the 64 Prevention Professionals surveyed was
37.7 (SD = 10.9). The Prevention Professionals ranged in age from 23 to
58.

**Gender**[]{#__RefHeading___Toc24807439 .anchor}

The following table contains the number and percentage of Prevention
Professional respondents by gender:

  -------------- --------------------------- -----------------------------
  **Gender**     **Number of Respondents**   **Percentage of Sub Sample**

                                             

  **Female**     40                          62.5%

  **Male**       24                          37.5%

                                             

  **Total**      64                          100%
  -------------- --------------------------- -----------------------------

**Ethnicity**[]{#__RefHeading___Toc24807440 .anchor}

The following table contains the number and percentage of Prevention
Professional respondents by ethnicity:

  ---------------------- ------------------------ ----------------------------
  **Ethnic Group**       **Number of              **Percentage of Sub Sample**
                         Respondents**            

                                                  

  **African-American**   27                       42.9%

  **Hispanic**           2                        3.2%

  **White**              34                       54.0%

                                                  

  **Total**              63                       100%
  ---------------------- ------------------------ ----------------------------

**Educational Level**[]{#__RefHeading___Toc24807441 .anchor}

The following table contains the number and percentage of Prevention
Professional respondents by educational level:

  ---------------------- ------------------------ ------------------------
  **Educational Level**  **Number of              **Percentage of Sub
                         Respondents**            Sample**

                                                  

  **Less Than High       1                        1.6%
  School**                                        

  **High School          1                        1.6%
  Graduate**                                      

  **Some College**       4                        6.3%

  **College Graduate**   31                       48.4%

  **Master's Degree**    25                       39.1%

  **Doctoral Degree**    2                        3.1%

                                                  

  **Total**              64                       100%
  ---------------------- ------------------------ ------------------------

**Number of Years of Experience Working in the Field of
Prevention**[]{#__RefHeading___Toc24807442 .anchor}

The average (mean) number of years of experience working in the field of
prevention of the 64 Prevention Professionals surveyed was 8.25 (SD =
7.28). The number of years of experience working in the field of
prevention ranged from 1 to 26.

**Number of Prevention Service Hours Provided Per
Week**[]{#__RefHeading___Toc24807443 .anchor}

  --------------------- ------------------------ -------------------------
  **Hours Per Week**    **Number of              **Percentage of Sub
                        Respondents**            Sample**

                                                 

  **Less Than 5**       7                        11.1%

  **5 to 10 Hours**     3                        4.8%

  **11 to 20 Hours**    13                       20.6%

  **21 to 30 hours**    7                        11.1%

  **31 to 40 Hours**    13                       20.6%

  **More Than 40        20                       31.7%
  Hours**                                        

                                                 

  **Total**             63                       100%
  --------------------- ------------------------ -------------------------

**Percentage of Time Spent Performing Major Job
Activities**[]{#__RefHeading___Toc24807444 .anchor}

The following table contains the percentage of time the Prevention
Professionals reported spent performing the following five major job
activities: (1) Administrative; (2) Case Management; (3) Direct
Services; (4) Record Keeping; and (5) Supervisory.

  -------------------- ---------- ------------------- ------------- -------------
  **Major Job          **Mean**   **Standard          **Minimum**   **Maximum**
  Activity**                      Deviation**                       

                                                                    

  **Administrative**   34.89%     23.59               0%            90%

  **Case Management**  12.29%     11.64               0%            60%

  **Direct Services**  23.94%     23.17               0%            75%

  **Record Keeping**   10.08%     9.81                0%            65%

  **Supervisory**      18.81      16.79               0%            80%
  -------------------- ---------- ------------------- ------------- -------------

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

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

  -----------------------------------------------------------------------
  **Importance of Administrative Skills or
  Activities**[]{#__RefHeading___Toc24807445 .anchor}

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

**General Trend**[]{#__RefHeading___Toc24807446 .anchor}

On average, the four work categories rated the importance of
administrative skills or activities in their job in the following order:

Prevention Professionals \> Prevention Specialists \> Prevention
Technicians \> Prevention Aides

**Ranking of Individual Skills**[]{#__RefHeading___Toc24807447 .anchor}

The following table rank orders the eleven administrative skills or
activities in terms of their importance in descending (highest to
lowest) order. Each skill or activity was rated on a five-point scale,
with one representing Extremely Unimportant and five representing
Extremely Important:

  ----------------------------------------- ---------- --------------------
  **Skill or Activity**                     **Mean**   **Standard
                                                       Deviation**

                                                       

  **Planning and Organizing**               4.46       1.03

  **Program Implementation**                4.17       1.11

  **Evaluation Development**                3.83       1.31

  **Making Programmatic Decisions**         3.81       1.26

  **Designing Programs**                    3.74       1.40

  **Curriculum Development**                3.63       1.35

  **Managing Budgets**                      3.63       1.44

  **Public Policy Development and           3.59       1.35
  Advocacy**                                           

  **Grant Writing**                         3.49       1.50

  **Data Analysis**                         3.44       1.31

  **Contract Management**                   3.28       1.38
  ----------------------------------------- ---------- --------------------

**Individual Skill by Work Category**[]{#__RefHeading___Toc24807448
.anchor}

The following table contains the mean rating for each administrative
skill or activity for each of the four work categories. Each skill or
activity was rated on a five-point scale, with one representing
Extremely Unimportant and five representing Extremely Important:

  -------------------------------------------- --------------------- ---------------- -------------- -------------- -------------- -----------
                                               **Skill or Activity** **Prevention     **Prevention   **Prevention   **Prevention   **Total**
                                                                     Professional**   Specialist**   Technician**   Aide**         

                                                                                                                                   

                                               **Contract            3.72             3.15           3.04           2.79           3.28
                                               Management**                                                                        

                                               **Curriculum          3.67             3.53           3.92           3.55           3.63
                                               Development**                                                                       

                                               **Data Analysis**     3.86             3.40           3.00           2.96           3.44

                                               **Designing           4.17             3.56           3.79           3.18           3.74
                                               Programs**                                                                          

                                               **Evaluation          4.16             3.88           3.74           3.04           3.83
                                               Development**                                                                       

                                               **Grant Writing**     3.81             3.47           3.75           2.64           3.49

                                               **Making Programmatic 4.37             3.53           3.83           3.29           3.81
                                               Decisions**                                                                         

                                               **Managing Budgets**  4.19             3.24           3.88           3.17           3.63

                                               **Planning and        4.57             4.45           4.50           4.24           4.46
                                               Organizing**                                                                        

                                               **Program             4.27             4.15           4.26           3.93           4.17
                                               Implementation**                                                                    

                                               **Public Policy       3.79             3.56           3.62           3.19           3.59
                                               Development and                                                                     
                                               Advocacy**                                                                          

                                                                                                                                   

                                                                                                                                   

  **Importance of Receiving Training in                                                                                            
  Administrative Skills or                                                                                                         
  Activities**[]{#__RefHeading___Toc24807449                                                                                       
  .anchor}                                                                                                                         
  -------------------------------------------- --------------------- ---------------- -------------- -------------- -------------- -----------

**General Trend**[]{#__RefHeading___Toc24807450 .anchor}

On average, the four work categories rated the importance of receiving
training in administrative skills or activities in the following order:

Prevention Professional \> Prevention Specialists \> Prevention
Technicians \> Prevention Aides

**Ranking of Individual Skills**[]{#__RefHeading___Toc24807451 .anchor}

The following table rank orders the eleven administrative skills or
activities in terms of the importance of receiving training in
descending (highest to lowest) order. Each skill or activity was rated
on a five-point scale, with one representing Extremely Unimportant and
five representing Extremely Important:

  ----------------------------------------- ---------- --------------------
  **Skill or Activity**                     **Mean**   **Standard
                                                       Deviation**

                                                       

  **Planning and Organizing**               3.75       1.35

  **Program Implementation**                3.72       1.37

  **Evaluation Development**                3.54       1.38

  **Designing Programs**                    3.48       1.38

  **Making Programmatic Decisions**         3.46       1.31

  **Public Policy Development and           3.42       1.38
  Advocacy**                                           

  **Curriculum Development**                3.34       1.39

  **Managing Budgets**                      3.31       1.41

  **Grant Writing**                         3.31       1.43

  **Data Analysis**                         3.23       1.32

  **Contract Management**                   2.98       1.37
  ----------------------------------------- ---------- --------------------

**Individual Skill by Work Category**[]{#__RefHeading___Toc24807452
.anchor}

The following table contains the mean rating for the importance of
receiving training in each administrative skill or activity for each of
the four work categories. Each skill or activity was rated on a
five-point scale, with one representing Extremely Unimportant and five
representing Extremely Important:

  -------------------------------------------- -------------------- ---------------- -------------- -------------- -------------- -----------
                                               **Skill or           **Prevention     **Prevention   **Prevention   **Prevention   **Total**
                                               Activity**           Professional**   Specialist**   Technician**   Aide**         

                                                                                                                                  

                                               **Contract           3.19             3.03           2.78           2.56           2.98
                                               Management**                                                                       

                                               **Curriculum         3.41             3.37           3.42           3.04           3.34
                                               Development**                                                                      

                                               **Data Analysis**    3.53             3.18           3.00           2.98           3.23

                                               **Designing          3.70             3.50           3.61           2.81           3.48
                                               Programs**                                                                         

                                               **Evaluation         3.82             3.68           3.41           2.60           3.54
                                               Development**                                                                      

                                               **Grant Writing**    3.38             3.50           3.43           2.61           3.31

                                               **Making             3.67             3.39           3.76           2.96           3.46
                                               Programmatic                                                                       
                                               Decisions**                                                                        

                                               **Managing Budgets** 3.50             3.04           4.00           3.04           3.31

                                               **Planning and       3.58             3.83           4.00           3.76           3.75
                                               Organizing**                                                                       

                                               **Program            3.65             3.78           4.00           3.46           3.72
                                               Implementation**                                                                   

                                               **Public Policy      3.45             3.49           3.57           3.07           3.42
                                               Development and                                                                    
                                               Advocacy**                                                                         

                                                                                                                                  

                                                                                                                                  

                                                                                                                                  

  **Receipt of Adequate Training in                                                                                               
  Administrative Skills or                                                                                                        
  Activities**[]{#__RefHeading___Toc24807453                                                                                      
  .anchor}                                                                                                                        
  -------------------------------------------- -------------------- ---------------- -------------- -------------- -------------- -----------

The following table contains the percentage of each work category
reporting whether they have already received adequate training in each
of the eleven administrative skills or activities:

  ----------------------- ---------------- -------- -------------- -------- -------------- -------- -------------- --------
                          **Prevention              **Prevention            **Prevention            **Prevention   
                          Professional**            Specialist**            Technician**            Aide**         

  **Administrative Skill  **Yes**          **No**   **Yes**        **No**   **Yes**        **No**   **Yes**        **No**
  or Activity**                                                                                                    

                                                                                                                   

  **Contract Management** 38.1%            61.9%    23.9%          76.1%    12.5%          87.5%    13.8%          86.2%

  **Curriculum            46.0%            54.0%    37.5%          62.5%    25.0%          75.0%    17.2%          82.8%
  Development**                                                                                                    

  **Data Analysis**       45.2%            54.8%    41.4%          58.6%    25.0%          75.0%    14.3%          85.7%

  **Designing Programs**  50.8%            49.2%    46.5%          53.5%    41.7%          58.3%    17.9%          82.1%

  **Evaluation            38.3%            61.7%    54.3%          45.7%    21.7%          78.3%    17.9%          82.1%
  Development**                                                                                                    

  **Grant Writing**       45.2%            54.8%    40.8%          59.2%    29.2%          70.8%    6.9%           93.1%

  **Making Programmatic   65.1%            34.9%    45.8%          54.2%    37.5%          62.5%    27.6%          72.4%
  Decisions**                                                                                                      

  **Managing Budgets**    45.2%            54.8%    30.4%          69.6%    36.4%          63.6%    27.6%          72.4%

  **Planning and          77.8%            22.2%    72.6%          27.4%    60.9%          39.1%    75.9%          24.1%
  Organizing**                                                                                                     

  **Program               68.3%            31.7%    70.4%          29.6%    52.2%          47.8%    51.7%          48.3%
  Implementation**                                                                                                 

  **Public Policy         41.0%            59.0%    45.7%          54.3%    17.4%          82.6%    20.7%          79.3%
  Development and                                                                                                  
  Advocacy**                                                                                                       
  ----------------------- ---------------- -------- -------------- -------- -------------- -------- -------------- --------

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

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

  -----------------------------------------------------------------------
  **Importance of Case Management Skills or
  Activities**[]{#__RefHeading___Toc24807454 .anchor}

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

**General Trend**[]{#__RefHeading___Toc24807455 .anchor}

On average, the four work categories rated the importance of case
management skills or activities in their job in the following order:

Prevention Specialists \> Prevention Professionals \> Prevention
Technicians \> Prevention Aides

**Ranking of Individual Skills**[]{#__RefHeading___Toc24807456 .anchor}

The following table rank orders the six case management skills or
activities in terms of their importance in descending (highest to
lowest) order. Each skill or activity was rated on a five-point scale,
with one representing Extremely Unimportant and five representing
Extremely Important:

  ----------------------------------------- ---------- --------------------
  **Skill or Activity**                     **Mean**   **Standard
                                                       Deviation**

                                                       

  **Networking**                            4.16       1.14

  **Locating Community Resources**          4.12       1.10

  **Partnership Development**               3.94       1.30

  **Risk Management**                       3.81       1.24

  **Community Mobilization**                3.74       1.19

  **Coalition Building**                    3.70       1.31
  ----------------------------------------- ---------- --------------------

**Individual Skill by Work Category**[]{#__RefHeading___Toc24807457
.anchor}

The following table contains the mean rating for each case management
skill or activity for each of the four work categories. Each skill or
activity was rated on a five-point scale, with one representing
Extremely Unimportant and five representing Extremely Important:

  ----------------------- ---------------- -------------- -------------- -------------- -----------
  **Skill or Activity**   **Prevention     **Prevention   **Prevention   **Prevention   **Total**
                          Professional**   Specialist**   Technician**   Aide**         

                                                                                        

  **Coalition Building**  3.92             4.06           3.13           2.74           3.70

  **Community             3.90             4.08           3.48           2.76           3.74
  Mobilization**                                                                        

  **Locating Community    4.23             4.35           4.08           3.31           4.12
  Resources**                                                                           

  **Networking**          4.43             4.40           3.83           3.18           4.16

  **Partnership           4.22             4.11           3.71           3.04           3.94
  Development**                                                                         

  **Risk Management**     4.02             3.86           3.67           3.32           3.81
  ----------------------- ---------------- -------------- -------------- -------------- -----------

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

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

  -----------------------------------------------------------------------
  **Importance of Receiving Training in Case Management Skills or
  Activities**[]{#__RefHeading___Toc24807458 .anchor}

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

**General Trend**[]{#__RefHeading___Toc24807459 .anchor}

On average, the four work categories rated the importance of receiving
training in case management skills or activities in the following order:

Prevention Specialists \> Prevention Professionals \> Prevention
Technicians \> Prevention Aides

**Ranking of Individual Skills**[]{#__RefHeading___Toc24807460 .anchor}

The following table rank orders the six case management skills or
activities in terms of the importance of receiving training in
descending (highest to lowest) order. Each skill or activity was rated
on a five-point scale, with one representing Extremely Unimportant and
five representing Extremely Important:

  ----------------------------------------- ---------- --------------------
  **Skill or Activity**                     **Mean**   **Standard
                                                       Deviation**

                                                       

  **Locating Community Resources**          3.76       1.27

  **Networking**                            3.62       1.34

  **Partnership Development**               3.58       1.39

  **Risk Management**                       3.56       1.32

  **Community Mobilization**                3.47       1.29

  **Coalition Building**                    3.45       1.35
  ----------------------------------------- ---------- --------------------

**Individual Skill by Work Category**[]{#__RefHeading___Toc24807461
.anchor}

The following table contains the mean rating for the importance of
receiving training in each case management skill or activity for each of
the four work categories. Each skill or activity was rated on a
five-point scale, with one representing Extremely Unimportant and five
representing Extremely Important:

  ---------------------- ---------------- -------------- -------------- -------------- -----------
  **Skill or Activity**  **Prevention     **Prevention   **Prevention   **Prevention   **Total**
                         Professional**   Specialist**   Technician**   Aide**         

                                                                                       

  **Coalition Building** 3.53             3.75           3.36           2.52           3.45

  **Community            3.54             3.69           3.55           2.58           3.47
  Mobilization**                                                                       

  **Locating Community   3.75             3.99           3.95           2.96           3.76
  Resources**                                                                          

  **Networking**         3.51             3.93           3.86           2.88           3.62

  **Partnership          3.63             3.74           3.77           2.88           3.58
  Development**                                                                        

  **Risk Management**    3.68             3.64           3.64           2.96           3.56
  ---------------------- ---------------- -------------- -------------- -------------- -----------

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

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

  -----------------------------------------------------------------------
  **Receipt of Adequate Training in Case Management Skills or
  Activities**[]{#__RefHeading___Toc24807462 .anchor}

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

The following table contains the percentage of each work category
reporting whether they have already received adequate training in each
of the six case management skills or activities:

  ----------------------- ---------------- -------- -------------- -------- -------------- -------- -------------- --------
                          **Prevention              **Prevention            **Prevention            **Prevention   
                          Professional**            Specialist**            Technician**            Aide**         

  **Administrative Skill  **Yes**          **No**   **Yes**        **No**   **Yes**        **No**   **Yes**        **No**
  or Activity**                                                                                                    

                                                                                                                   

  **Coalition Building**  42.6%            57.4%    58.0%          42.0%    13.0%          87.0%    7.1%           92.9%

  **Community             45.2%            54.8%    55.7%          44.3%    23.8%          76.2%    21.4%          78.6%
  Mobilization**                                                                                                   

  **Locating Community    54.1%            45.9%    69.0%          31.0%    34.8%          65.2%    34.5%          65.5%
  Resources**                                                                                                      

  **Networking**          65.6%            34.4%    66.2%          33.8%    43.5%          56.5%    24.1%          75.9%

  **Partnership           47.5%            52.5%    55.1%          44.9%    34.8%          65.2%    24.1%          75.9%
  Development**                                                                                                    

  **Risk Management**     41.0%            59.0%    34.3%          65.7%    39.1%          60.9%    24.1%          75.9%
  ----------------------- ---------------- -------- -------------- -------- -------------- -------- -------------- --------

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

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

  -----------------------------------------------------------------------
  **Importance of Direct Service Skills or
  Activities**[]{#__RefHeading___Toc24807463 .anchor}

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

**General Trend**[]{#__RefHeading___Toc24807464 .anchor}

On average, the four work categories rated the importance of direct
service skills or activities in their job in the following ways: (1)
Prevention Aides and Prevention Technicians tended to place more of an
emphasis on "hands-on" skills and activities, and they tended to
de-emphasize educational and presentation skills and activities; and (2)
Prevention Specialists and Prevention Professionals tended to place more
of an emphasis on educational and presentation skills and activities,
and they tended to de-emphasize "hands-on" skills and activities.

**Ranking of Individual Skills**[]{#__RefHeading___Toc24807465 .anchor}

The following table rank orders the thirteen direct service skills or
activities in terms of their importance in descending (highest to
lowest) order. Each skill or activity was rated on a five-point scale,
with one representing Extremely Unimportant and five representing
Extremely Important:

  ----------------------------------------- ---------- --------------------
  **Skill or Activity**                     **Mean**   **Standard
                                                       Deviation**

                                                       

  **Interacting With Youth**                4.45       1.06

  **Practicing Active Listening Skills**    4.44       0.98

  **Motivating Youth**                      4.37       1.10

  **Utilizing Youth Development             4.26       1.14
  Principles**                                         

  **Work With Groups or Community Teams**   4.20       1.16

  **Interacting With Adults**               4.16       1.20

  **Providing Presentations**               4.15       1.17

  **Conflict Resolution**                   4.08       1.16

  **Utilizing Knowledge of Prevention       4.08       1.22
  Principles**                                         

  **Educating Audiences on the Drugs of     3.71       1.43
  Abuse**                                              

  **Educating Audiences on the Family and   3.68       1.44
  Individual Dynamics of Addiction**                   

  **Crisis Plan Execution**                 3.63       1.32

  **Educating Audiences on the Cycle of     3.51       1.41
  Addiction**                                          
  ----------------------------------------- ---------- --------------------

**Individual Skill by Work Category**[]{#__RefHeading___Toc24807466
.anchor}

The following table contains the mean rating for each direct service
skill or activity for each of the four work categories. Each skill or
activity was rated on a five-point scale, with one representing
Extremely Unimportant and five representing Extremely Important:

  ----------------------- ---------------- -------------- -------------- -------------- -----------
  **Skill or Activity**   **Prevention     **Prevention   **Prevention   **Prevention   **Total**
                          Professional**   Specialist**   Technician**   Aide**         

                                                                                        

  **Conflict Resolution** 3.87             4.08           4.29           4.36           4.08

  **Crisis Plan           3.52             3.63           4.09           3.54           3.63
  Execution**                                                                           

  **Educating Audiences   3.50             3.72           3.21           3.22           3.51
  on the Cycle of                                                                       
  Addiction**                                                                           

  **Educating Audiences   3.70             3.89           3.50           3.44           3.71
  on the drugs of Abuse**                                                               

  **Educating Audiences   3.62             3.86           3.58           3.39           3.68
  on the Family and                                                                     
  Individual Dynamics of                                                                
  Addiction**                                                                           

  **Interacting With      4.13             4.55           3.92           3.39           4.16
  Adults**                                                                              

  **Interacting With      4.18             4.62           4.50           4.54           4.45
  Youth**                                                                               

  **Motivating Youth**    4.21             4.46           4.52           4.36           4.37

  **Practicing Active     4.50             4.54           4.30           4.14           4.44
  Listening Skills**                                                                    

  **Providing             4.18             4.45           4.13           3.32           4.15
  Presentations**                                                                       

  **Utilizing Knowledge   4.13             4.21           3.91           3.79           4.08
  of Prevention                                                                         
  Principles**                                                                          

  **Utilizing Youth       4.26             4.34           4.25           4.07           4.26
  Development                                                                           
  Principles**                                                                          

  **Working With Groups   4.21             4.37           4.25           3.68           4.20
  or Community Teams**                                                                  
  ----------------------- ---------------- -------------- -------------- -------------- -----------

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

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

  -----------------------------------------------------------------------
  **Importance of Receiving Training in Direct Service Skills or
  Activities**[]{#__RefHeading___Toc24807467 .anchor}

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

**General Trend**[]{#__RefHeading___Toc24807468 .anchor}

On average, the four work categories rated the importance of receiving
training in direct service skills or activities in the following order:

Prevention Technicians \> Prevention Specialists \> Prevention Aides \>
Prevention Professionals

**Ranking of Individual Skills**[]{#__RefHeading___Toc24807469 .anchor}

The following table rank orders the thirteen direct service skills or
activities in terms of the importance of receiving training in
descending (highest to lowest) order. Each skill or activity was rated
on a five-point scale, with one representing Extremely Unimportant and
five representing Extremely Important:

  ----------------------------------------- ---------- --------------------
  **Skill or Activity**                     **Mean**   **Standard
                                                       Deviation**

                                                       

  **Interacting With Youth**                4.11       2.65

  **Motivating Youth**                      3.92       1.37

  **Practicing Active Listening Skills**    3.87       1.34

  **Utilizing Youth Development             3.86       1.38
  Principles**                                         

  **Working With Groups or Community        3.77       1.26
  Teams**                                              

  **Conflict Resolution**                   3.74       1.36

  **Providing Presentations**               3.73       1.29

  **Utilizing Knowledge of Prevention       3.66       1.40
  Principles**                                         

  **Interacting With Adults**               3.65       1.32

  **Educating Audiences on the Drugs of     3.56       1.37
  Abuse**                                              

  **Crisis Plan Execution**                 3.54       1.35

  **Educating Audiences on the Family and   3.53       1.38
  Individual Dynamics of Addiction**                   

  **Educating Audiences on the Cycle of     3.45       1.40
  Addiction**                                          
  ----------------------------------------- ---------- --------------------

**Individual Skill by Work Category**[]{#__RefHeading___Toc24807470
.anchor}

The following table contains the mean rating for the importance of
receiving training in each direct service skill or activity for each of
the four work categories. Each skill or activity was rated on a
five-point scale, with one representing Extremely Unimportant and five
representing Extremely Important:

  ---------------------- ---------------- -------------- -------------- -------------- -----------
  **Skill or Activity**  **Prevention     **Prevention   **Prevention   **Prevention   **Total**
                         Professional**   Specialist**   Technician**   Aide**         

                                                                                       

  **Conflict             3.58             3.72           4.20           3.80           3.74
  Resolution**                                                                         

  **Crisis Plan          3.45             3.50           3.84           3.63           3.54
  Execution**                                                                          

  **Educating Audiences  3.29             3.54           3.75           3.31           3.45
  on the Cycle of                                                                      
  Addiction**                                                                          

  **Educating Audiences  3.45             3.54           4.00           3.52           3.56
  on the Drugs of                                                                      
  Abuse**                                                                              

  **Educating Audiences  3.33             3.64           3.80           3.48           3.53
  on the Family and                                                                    
  Individual Dynamics of                                                               
  Addiction**                                                                          

  **Interacting With     3.40             3.91           3.77           3.40           3.65
  Adults**                                                                             

  **Interacting With     4.30             3.91           4.19           4.17           4.11
  Youth**                                                                              

  **Motivating Youth**   3.83             3.87           4.00           4.26           3.92

  **Practicing Active    3.81             3.90           4.23           3.60           3.87
  Listening Skills**                                                                   

  **Providing            3.53             3.91           4.27           3.20           3.73
  Presentations**                                                                      

  **Utilizing Knowledge  3.63             3.67           3.79           3.58           3.66
  of Prevention                                                                        
  Principles**                                                                         

  **Utilizing Youth      3.83             3.87           4.04           3.71           3.86
  Development                                                                          
  Principles**                                                                         

  **Working With Groups  3.63             3.85           4.00           3.68           3.77
  or Community Teams**                                                                 
  ---------------------- ---------------- -------------- -------------- -------------- -----------

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

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

  -----------------------------------------------------------------------
  **Receipt of Adequate Training in Administrative Skills or
  Activities**[]{#__RefHeading___Toc24807471 .anchor}

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

The following table contains the percentage of each work category
reporting whether they have already received adequate training in each
of the thirteen direct service skills or activities:

  ----------------------- ---------------- -------- -------------- -------- -------------- -------- -------------- --------
                          **Prevention              **Prevention            **Prevention            **Prevention   
                          Professional**            Specialist**            Technician**            Aide**         

  **Administrative Skill  **Yes**          **No**   **Yes**        **No**   **Yes**        **No**   **Yes**        **No**
  or Activity**                                                                                                    

                                                                                                                   

  **Conflict Resolution** 64.4%            35.6%    62.5%          37.5%    73.9%          26.1%    60.7%          39.3%

  **Crisis Plan           41.4%            58.6%    48.6%          51.4%    45.5%          54.5%    35.7%          64.3%
  Execution**                                                                                                      

  **Educating Audiences   50.9%            49.1%    54.9%          45.1%    34.8%          65.2%    11.1%          88.9%
  on the Cycle of                                                                                                  
  Addiction**                                                                                                      

  **Educating Audiences   60.0%            40.0%    64.8%          35.2%    43.5%          56.5%    35.7%          64.3%
  on the Drugs of Abuse**                                                                                          

  **Educating Audiences   50.0%            50.0%    58.0%          42.0%    34.8%          65.2%    32.1%          67.9%
  on the Family and                                                                                                
  Individual Dynamics of                                                                                           
  Addiction**                                                                                                      

  **Interacting With      63.2%            36.8%    74.0%          26.0%    50.0%          50.0%    67.9%          32.1%
  Adults**                                                                                                         

  **Interacting With      66.7%            33.3%    75.0%          25.0%    66.7%          33.3%    75.0%          25.0%
  Youth**                                                                                                          

  **Motivating Youth**    73.2%            26.8%    70.8%          29.2%    65.2%          34.8%    71.4%          28.6%

  **Practicing Active     75.4%            24.6%    76.7%          23.3%    52.2%          47.8%    63.0%          37.0%
  Listening Skills**                                                                                               

  **Providing             64.9%            35.1%    74.0%          26.0%    50.0%          50.0%    35.7%          64.3%
  Presentations**                                                                                                  

  **Utilizing Knowledge   59.6%            40.4%    62.5%          37.5%    56.5%          43.5%    37.0%          63.0%
  of Prevention                                                                                                    
  Principles**                                                                                                     

  **Utilizing Youth       52.6%            47.4%    59.7%          40.3%    69.6%          30.4%    53.6%          46.4%
  Development                                                                                                      
  Principles**                                                                                                     

  **Working With Groups   58.6%            41.4%    68.1%          31.9%    47.8%          52.2%    63.0%          37.0%
  or Community Teams**                                                                                             
  ----------------------- ---------------- -------- -------------- -------- -------------- -------- -------------- --------

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

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

  -----------------------------------------------------------------------
  **Importance of Record Keeping Skills or
  Activities**[]{#__RefHeading___Toc24807472 .anchor}

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

**General Trend**[]{#__RefHeading___Toc24807473 .anchor}

On average, the four work categories rated the importance of record
keeping skills or activities in their job in the following order:

Prevention Professionals \> Prevention Specialists \> Prevention
Technicians \> Prevention Aides

**Ranking of Individual Skills**[]{#__RefHeading___Toc24807474 .anchor}

The following table rank orders the two record keeping skills or
activities in terms of their importance in descending (highest to
lowest) order. Each skill or activity was rated on a five-point scale,
with one representing Extremely Unimportant and five representing
Extremely Important:

  ----------------------------------------- ---------- --------------------
  **Skill or Activity**                     **Mean**   **Standard
                                                       Deviation**

                                                       

  **Record Keeping**                        4.13       1.26

  **Composing Program Reports for Funders** 3.79       1.35
  ----------------------------------------- ---------- --------------------

**Individual Skill by Work Category**[]{#__RefHeading___Toc24807475
.anchor}

The following table contains the mean rating for each record keeping
skill or activity for each of the four work categories. Each skill or
activity was rated on a five-point scale, with one representing
Extremely Unimportant and five representing Extremely Important:

  ----------------------- ---------------- -------------- -------------- -------------- -----------
  **Skill or Activity**   **Prevention     **Prevention   **Prevention   **Prevention   **Total**
                          Professional**   Specialist**   Technician**   Aide**         

                                                                                        

  **Composing Program     4.14             3.68           3.87           3.19           3.79
  Reports for Funders**                                                                 

  **Record Keeping**      4.33             4.22           4.09           3.48           4.13
  ----------------------- ---------------- -------------- -------------- -------------- -----------

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

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

  -----------------------------------------------------------------------
  **Importance of Receiving Training in Record Keeping Skills or
  Activities**[]{#__RefHeading___Toc24807476 .anchor}

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

**General Trend**[]{#__RefHeading___Toc24807477 .anchor}

On average, the four work categories rated the importance of receiving
training in record keeping skills or activities in the following order:

Prevention Technicians \> Prevention Specialists \> Prevention
Professionals \> Prevention Aides

**Ranking of Individual Skills**[]{#__RefHeading___Toc24807478 .anchor}

The following table rank orders the two record keeping skills or
activities in terms of the importance of receiving training in
descending (highest to lowest) order. Each skill or activity was rated
on a five-point scale, with one representing Extremely Unimportant and
five representing Extremely Important:

  ----------------------------------------- ---------- --------------------
  **Skill or Activity**                     **Mean**   **Standard
                                                       Deviation**

                                                       

  **Record Keeping**                        3.49       1.44

  **Composing Program Reports for Funders** 3.47       1.45
  ----------------------------------------- ---------- --------------------

**Individual Skill by Work Category**[]{#__RefHeading___Toc24807479
.anchor}

The following table contains the mean rating for the importance of
receiving training in each record keeping skill or activity for each of
the four work categories. Each skill or activity was rated on a
five-point scale, with one representing Extremely Unimportant and five
representing Extremely Important:

  ---------------------- ---------------- -------------- -------------- -------------- -----------
  **Skill or Activity**  **Prevention     **Prevention   **Prevention   **Prevention   **Total**
                         Professional**   Specialist**   Technician**   Aide**         

                                                                                       

  **Composing Program    3.40             3.57           3.70           3.18           3.47
  Reports for Funders**                                                                

  **Record Keeping**     3.29             3.70           4.00           3.00           3.49
  ---------------------- ---------------- -------------- -------------- -------------- -----------

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

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

  -----------------------------------------------------------------------
  **Receipt of Adequate Training in Record Keeping Skills or
  Activities**[]{#__RefHeading___Toc24807480 .anchor}

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

The following table contains the percentage of each work category
reporting whether they have already received adequate training in each
of the two record keeping skills or activities:

  ----------------------- ---------------- -------- -------------- -------- -------------- -------- -------------- --------
                          **Prevention              **Prevention            **Prevention            **Prevention   
                          Professional**            Specialist**            Technician**            Aide**         

  **Administrative Skill  **Yes**          **No**   **Yes**        **No**   **Yes**        **No**   **Yes**        **No**
  or Activity**                                                                                                    

                                                                                                                   

  **Composing Program     41.7%            58.3%    33.3%          66.7%    36.4%          63.6%    12.0%          88.0%
  Reports for Funders**                                                                                            

  **Record Keeping**      55.2%            44.8%    55.6%          44.4%    52.2%          47.8%    46.2%          53.8%
  ----------------------- ---------------- -------- -------------- -------- -------------- -------- -------------- --------

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

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

  -----------------------------------------------------------------------
  **Importance of Supervisory Skills or
  Activities**[]{#__RefHeading___Toc24807481 .anchor}

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

**General Trend**[]{#__RefHeading___Toc24807482 .anchor}

On average, the four work categories rated the importance of supervisory
skills or activities in their job in the following order:

Prevention Professionals \> Prevention Technicians \> Prevention
Specialists \> Prevention Aides

**Ranking of Individual Skills**[]{#__RefHeading___Toc24807483 .anchor}

The following table rank orders the six supervisory skills or activities
in terms of their importance in descending (highest to lowest) order.
Each skill or activity was rated on a five-point scale, with one
representing Extremely Unimportant and five representing Extremely
Important:

  ----------------------------------------- ---------- --------------------
  **Skill or Activity**                     **Mean**   **Standard
                                                       Deviation**

                                                       

  **Motivating Volunteers**                 3.94       1.32

  **Supervising Youth**                     3.89       1.40

  **Staff Development**                     3.73       1.46

  **Recruitment and Retention of            3.61       1.45
  Volunteers**                                         

  **Supervising Staff**                     3.58       1.54

  **Overseeing Adult Volunteer Programs**   3.50       1.41
  ----------------------------------------- ---------- --------------------

**Individual Skill by Work Category**[]{#__RefHeading___Toc24807484
.anchor}

The following table contains the mean rating for each supervisory skill
or activity for each of the four work categories. Each skill or activity
was rated on a five-point scale, with one representing Extremely
Unimportant and five representing Extremely Important:

  ----------------------- ---------------- -------------- -------------- -------------- -----------
  **Skill or Activity**   **Prevention     **Prevention   **Prevention   **Prevention   **Total**
                          Professional**   Specialist**   Technician**   Aide**         

                                                                                        

  **Motivating            3.92             4.23           3.83           3.35           3.94
  Volunteers**                                                                          

  **Overseeing Adult      3.65             3.68           3.35           2.86           3.50
  Volunteer Programs**                                                                  

  **Recruitment and       3.90             3.71           3.65           2.68           3.61
  Retention of                                                                          
  Volunteers**                                                                          

  **Staff Development**   4.37             3.34           3.61           3.43           3.73

  **Supervising Staff**   4.40             3.00           3.74           3.11           3.58

  **Supervising Youth     4.08             3.75           4.24           3.50           3.89
  Programs**                                                                            
  ----------------------- ---------------- -------------- -------------- -------------- -----------

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

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

  -----------------------------------------------------------------------
  **Importance of Receiving Training in Supervisory Skills or
  Activities**[]{#__RefHeading___Toc24807485 .anchor}

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

**General Trend**[]{#__RefHeading___Toc24807486 .anchor}

On average, the four work categories rated the importance of receiving
training in supervisory skills or activities in the following order:

Prevention Professionals \> Prevention Specialists \> Prevention
Technicians \> Prevention Aides

**Ranking of Individual Skills**[]{#__RefHeading___Toc24807487 .anchor}

The following table rank orders the six supervisory skills or activities
in terms of the importance of receiving training in descending (highest
to lowest) order. Each skill or activity was rated on a five-point
scale, with one representing Extremely Unimportant and five representing
Extremely Important:

  ----------------------------------------- ---------- --------------------
  **Skill or Activity**                     **Mean**   **Standard
                                                       Deviation**

                                                       

  **Supervising Youth Programs**            3.75       1.48

  **Motivating Volunteers**                 3.63       1.41

  **Recruitment and Retention of            3.58       1.44
  Volunteers**                                         

  **Staff Development**                     3.56       1.52

  **Supervising Staff**                     3.41       1.57

  **Overseeing Adult Volunteer Programs**   3.38       1.44
  ----------------------------------------- ---------- --------------------

**Individual Skill by Work Category**[]{#__RefHeading___Toc24807488
.anchor}

The following table contains the mean rating for the importance of
receiving training in each supervisory skill or activity for each of the
four work categories. Each skill or activity was rated on a five-point
scale, with one representing Extremely Unimportant and five representing
Extremely Important:

  ---------------------- ---------------- -------------- -------------- -------------- -----------
  **Skill or Activity**  **Prevention     **Prevention   **Prevention   **Prevention   **Total**
                         Professional**   Specialist**   Technician**   Aide**         

                                                                                       

  **Motivating           3.47             3.87           3.80           3.30           3.63
  Volunteers**                                                                         

  **Overseeing Adult     3.51             3.35           3.48           3.07           3.38
  Volunteer Programs**                                                                 

  **Recruitment and      3.71             3.62           3.76           3.04           3.58
  Retention of                                                                         
  Volunteers**                                                                         

  **Staff Development**  4.03             3.12           3.75           3.42           3.56

  **Supervising Staff**  3.90             2.84           3.85           3.31           3.41

  **Supervising Youth    3.83             3.57           4.11           3.74           3.75
  Programs**                                                                           
  ---------------------- ---------------- -------------- -------------- -------------- -----------

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

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

  -----------------------------------------------------------------------
  **Receipt of Adequate Training in Supervisory Skills or
  Activities**[]{#__RefHeading___Toc24807489 .anchor}

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

The following table contains the percentage of each work category
reporting whether they have already received adequate training in each
of the six supervisory skills or activities:

  ----------------------- ---------------- -------- -------------- -------- -------------- -------- -------------- --------
                          **Prevention              **Prevention            **Prevention            **Prevention   
                          Professional**            Specialist**            Technician**            Aide**         

  **Administrative Skill  **Yes**          **No**   **Yes**        **No**   **Yes**        **No**   **Yes**        **No**
  or Activity**                                                                                                    

                                                                                                                   

  **Motivating            47.5%            52.5%    50.7%          49.3%    52.2%          47.8%    25.9%          74.1%
  Volunteers**                                                                                                     

  **Overseeing Adult      34.4%            65.6%    50.0%          50.0%    45.5%          54.5%    7.7%           92.3%
  Volunteer Programs**                                                                                             

  **Recruitment and       47.5%            52.5%    46.4%          53.6%    42.9%          57.1%    11.1%          87.9%
  Retention of                                                                                                     
  Volunteers**                                                                                                     

  **Staff Development**   53.3%            46.7%    34.3%          65.7%    33.3%          66.7%    40.7%          59.3%

  **Supervising Staff**   54.1%            45.9%    28.8%          71.2%    45.5%          54.5%    30.8%          69.2%

  **Supervising Youth     54.2%            45.8%    51.6%          48.4%    66.7%          33.3%    37.5%          62.5%
  Programs**                                                                                                       
  ----------------------- ---------------- -------- -------------- -------- -------------- -------- -------------- --------

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

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

  -----------------------------------------------------------------------
  **Summary and Conclusions**[]{#__RefHeading___Toc24807490 .anchor}

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

In general, the results of the *Prevention Workforce Development Survey*
indicated that there were reliable and meaningful differences between
the following four groups of prevention workers:

1.  Prevention Aides

2.  Prevention Technicians

3.  Prevention Specialists

4.  Prevention Professionals

These reliable and meaningful differences were based on the following
four types of results:

1.  The four groups differed in terms of the percentage of time that
    they actually spend performing certain types of prevention
    activities and skills

2.  The four groups differed in terms of how they rated the importance
    of the prevention activities and skills

3.  The four groups differed in terms of how they rated the importance
    of receiving training in the prevention activities and skills

4.  The four groups differed in terms of the actual amount of training
    that they have already received in the prevention activities and
    skills

The results of the *Prevention Workforce Development Survey* provide
strong support for the need to professionalize the field of prevention.
An important initial step in the professionalization of the field of
prevention would be the establishment of a multi-tier certification
scheme. Specifically, such a multi-tier scheme should provide
certification at the following four levels:

1.  Prevention Aides

2.  Prevention Technicians

3.  Prevention Specialists

4.  Prevention Professionals

The results of the *Prevention Workforce Development Survey* indicate
that certification should not be based on education and experience
alone. This is partially the case because there is no standard
curriculum for the field of prevention at the present time. In addition,
workers in the field strongly suggest that prevention workers be exposed
to, allowed to acquire, and develop mastery of specific prevention
activities and skills.

Public sentiment and the declining tax revenues that characterize the
current fiscal situation set the stage for demands for greater
accountability. In order to be accountable, service providers must
actually provide the services that they are receiving funding to
provide. Prevention workers clearly have great needs to receive training
in the specific prevention activities and skills that will enable them
to effectively provide prevention services to target populations. The
establishment of a multi-tier certification scheme would serve as a
basis to demonstrate that prevention workers are actually acquiring and
mastering the very skills they need to be effective.

In addition, the results of the *Prevention Workforce Development
Survey* indicate what types of training needs exist for workers at
various stages in the prevention profession. The lack of a standard
prevention curriculum suggests that the assessment portion of the
multi-tier certification scheme should be criterion-based, as opposed to
norm-based. That is, certification should be based on a prevention
worker's mastery of the specific prevention activities and skills
associated with the successful provision of services for that job
category, as opposed to comparing a person's scores with the scores
obtained by some normative group.

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

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

  -----------------------------------------------------------------------
  **Recommendations**[]{#__RefHeading___Toc24807491 .anchor}

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

The conclusions based on the results obtained from the *Prevention
Workforce Development Survey* suggest that the following actions be
taken:

1.  The prevention field in the *State of Missouri* should be
    professionalized

2.  The professionalization of the prevention field in the *State of
    Missouri* would best be accomplished by establishing a multi-tier
    certification scheme

3.  Specifically, the multi-tier certification scheme should consist of
    the following four levels:

    a.  Prevention Aides

    b.  Prevention Technicians

    c.  Prevention Specialists

    d.  Prevention Professionals

4.  The *Prevention Section* of the *Division of Alcohol and Drug Abuse*
    within the *Missouri Department of Mental Health* should assume
    primary responsibility for certifying prevention workers in the
    *State of Missouri*

5.  Certification should not be based on education and experience alone

6.  Certification should be based, in part, on the demonstration of
    mastery of prevention activities and skills on a
    criterion-referenced, as opposed to a norm-referenced, assessment
    protocol

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

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

**Appendix A**[]{#__RefHeading___Toc24807492 .anchor}

**Prevention Workforce Development Survey**

Missouri Department of Mental Health

**Division of Alcohol and Drug Abuse**

# Prevention Workforce Development Survey

# Importance of Specific Job Activities

  ------------------- -------------------------------------------------------------
  **Instructions:**   For each of the following skills or activities, circle the
                      number to the left that best indicates how important you
                      believe that skill or activity is in your job; then, circle
                      \"Y\" for Yes if you have or \"N\" for No if you have not
                      received formal training in that skill or activity; finally,
                      circle the number to the right that best indicates how
                      important it would be for you to receive training in this
                      skill or activity

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

<table>
<colgroup>
<col style="width: 5%" />
<col style="width: 3%" />
<col style="width: 4%" />
<col style="width: 4%" />
<col style="width: 6%" />
<col style="width: 0%" />
<col style="width: 2%" />
<col style="width: 34%" />
<col style="width: 2%" />
<col style="width: 0%" />
<col style="width: 5%" />
<col style="width: 5%" />
<col style="width: 2%" />
<col style="width: 0%" />
<col style="width: 5%" />
<col style="width: 4%" />
<col style="width: 3%" />
<col style="width: 3%" />
<col style="width: 6%" />
</colgroup>
<tbody>
<tr class="odd">
<td colspan="6"><strong>How important is this skill or activity in your
job?</strong></td>
<td colspan="3"><strong>Skill or activity</strong></td>
<td colspan="4"><strong>Have you received adequate
training?</strong></td>
<td colspan="6"><strong>How important would it be for you to receive
training in this skill or activity?</strong></td>
</tr>
<tr class="even">
<td><blockquote>
<p><strong>Extremely Unimportant</strong></p>
</blockquote></td>
<td></td>
<td></td>
<td></td>
<td><blockquote>
<p><strong>Extremely Important</strong></p>
</blockquote></td>
<td colspan="2"></td>
<td></td>
<td colspan="2"></td>
<td><blockquote>
<p><strong>Yes</strong></p>
</blockquote></td>
<td><blockquote>
<p><strong>No</strong></p>
</blockquote></td>
<td colspan="2"></td>
<td><blockquote>
<p><strong>Extremely Unimportant</strong></p>
</blockquote></td>
<td></td>
<td></td>
<td></td>
<td><blockquote>
<p><strong>Extremely Important</strong></p>
</blockquote></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td colspan="2"></td>
<td><strong>Administrative Skills</strong></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
<td colspan="2"></td>
<td>Contract management</td>
<td colspan="2"></td>
<td>Y</td>
<td>N</td>
<td colspan="2"></td>
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
</tr>
<tr class="odd">
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
<td colspan="2"></td>
<td>Curriculum development</td>
<td colspan="2"></td>
<td>Y</td>
<td>N</td>
<td colspan="2"></td>
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
</tr>
<tr class="even">
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
<td colspan="2"></td>
<td>Data analysis</td>
<td colspan="2"></td>
<td>Y</td>
<td>N</td>
<td colspan="2"></td>
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
</tr>
<tr class="odd">
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
<td colspan="2"></td>
<td>Designing programs</td>
<td colspan="2"></td>
<td>Y</td>
<td>N</td>
<td colspan="2"></td>
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
</tr>
<tr class="even">
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
<td colspan="2"></td>
<td>Evaluation development</td>
<td colspan="2"></td>
<td>Y</td>
<td>N</td>
<td colspan="2"></td>
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
</tr>
<tr class="odd">
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
<td colspan="2"></td>
<td>Grant writing</td>
<td colspan="2"></td>
<td>Y</td>
<td>N</td>
<td colspan="2"></td>
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
</tr>
<tr class="even">
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
<td colspan="2"></td>
<td>Making programmatic decisions</td>
<td colspan="2"></td>
<td>Y</td>
<td>N</td>
<td colspan="2"></td>
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
</tr>
<tr class="odd">
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
<td colspan="2"></td>
<td>Managing budgets</td>
<td colspan="2"></td>
<td>Y</td>
<td>N</td>
<td colspan="2"></td>
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
</tr>
<tr class="even">
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
<td colspan="2"></td>
<td>Planning and organizing</td>
<td colspan="2"></td>
<td>Y</td>
<td>N</td>
<td colspan="2"></td>
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
</tr>
<tr class="odd">
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
<td colspan="2"></td>
<td>Program implementation</td>
<td colspan="2"></td>
<td>Y</td>
<td>N</td>
<td colspan="2"></td>
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
</tr>
<tr class="even">
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
<td colspan="2"></td>
<td>Public policy development and advocacy</td>
<td colspan="2"></td>
<td>Y</td>
<td>N</td>
<td colspan="2"></td>
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td colspan="2"></td>
<td><strong>Case Management Skills</strong></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
<td colspan="2"></td>
<td>Coalition building</td>
<td colspan="2"></td>
<td>Y</td>
<td>N</td>
<td colspan="2"></td>
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
</tr>
<tr class="odd">
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
<td colspan="2"></td>
<td>Community mobilization</td>
<td colspan="2"></td>
<td>Y</td>
<td>N</td>
<td colspan="2"></td>
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
</tr>
<tr class="even">
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
<td colspan="2"></td>
<td>Locating community resources</td>
<td colspan="2"></td>
<td>Y</td>
<td>N</td>
<td colspan="2"></td>
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
</tr>
<tr class="odd">
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
<td colspan="2"></td>
<td>Networking</td>
<td colspan="2"></td>
<td>Y</td>
<td>N</td>
<td colspan="2"></td>
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
</tr>
<tr class="even">
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
<td colspan="2"></td>
<td>Partnership development</td>
<td colspan="2"></td>
<td>Y</td>
<td>N</td>
<td colspan="2"></td>
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
</tr>
<tr class="odd">
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
<td colspan="2"></td>
<td>Risk management</td>
<td colspan="2"></td>
<td>Y</td>
<td>N</td>
<td colspan="2"></td>
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td colspan="2"></td>
<td><strong>Direct Service Skills</strong></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
<td colspan="2"></td>
<td>Conflict resolution</td>
<td colspan="2"></td>
<td>Y</td>
<td>N</td>
<td colspan="2"></td>
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
</tr>
<tr class="even">
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
<td colspan="2"></td>
<td>Crisis plan execution</td>
<td colspan="2"></td>
<td>Y</td>
<td>N</td>
<td colspan="2"></td>
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
</tr>
<tr class="odd">
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
<td colspan="2"></td>
<td>Educating audiences on the cycle of addiction</td>
<td colspan="2"></td>
<td>Y</td>
<td>N</td>
<td colspan="2"></td>
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
</tr>
<tr class="even">
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
<td colspan="2"></td>
<td>Educating audiences on the drugs of abuse</td>
<td colspan="2"></td>
<td>Y</td>
<td>N</td>
<td colspan="2"></td>
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
</tr>
<tr class="odd">
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
<td colspan="2"></td>
<td>Educating audiences on the family and individual dynamics of
addiction</td>
<td colspan="2"></td>
<td>Y</td>
<td>N</td>
<td colspan="2"></td>
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
</tr>
<tr class="even">
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
<td colspan="2"></td>
<td>Interacting with adults</td>
<td colspan="2"></td>
<td>Y</td>
<td>N</td>
<td colspan="2"></td>
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
</tr>
<tr class="odd">
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
<td colspan="2"></td>
<td>Interacting with youth</td>
<td colspan="2"></td>
<td>Y</td>
<td>N</td>
<td colspan="2"></td>
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
</tr>
<tr class="even">
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
<td colspan="2"></td>
<td>Motivating youth</td>
<td colspan="2"></td>
<td>Y</td>
<td>N</td>
<td colspan="2"></td>
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
</tr>
<tr class="odd">
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
<td colspan="2"></td>
<td>Practicing active listening skills</td>
<td colspan="2"></td>
<td>Y</td>
<td>N</td>
<td colspan="2"></td>
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
</tr>
<tr class="even">
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
<td colspan="2"></td>
<td>Providing presentations</td>
<td colspan="2"></td>
<td>Y</td>
<td>N</td>
<td colspan="2"></td>
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
</tr>
<tr class="odd">
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
<td colspan="2"></td>
<td>Utilizing knowledge of prevention principles</td>
<td colspan="2"></td>
<td>Y</td>
<td>N</td>
<td colspan="2"></td>
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
</tr>
<tr class="even">
<td colspan="6"><strong>How important is this skill or activity in your
job?</strong></td>
<td colspan="3"><strong>Skill or activity</strong></td>
<td colspan="4"><strong>Have you received adequate
training?</strong></td>
<td colspan="6"><strong>How important would it be for you to receive
training in this skill or activity?</strong></td>
</tr>
<tr class="odd">
<td><blockquote>
<p><strong>Extremely Unimportant</strong></p>
</blockquote></td>
<td></td>
<td></td>
<td></td>
<td><blockquote>
<p><strong>Extremely Important</strong></p>
</blockquote></td>
<td colspan="2"></td>
<td></td>
<td colspan="2"></td>
<td><blockquote>
<p><strong>Yes</strong></p>
</blockquote></td>
<td><blockquote>
<p><strong>No</strong></p>
</blockquote></td>
<td colspan="2"></td>
<td><blockquote>
<p><strong>Extremely Unimportant</strong></p>
</blockquote></td>
<td></td>
<td></td>
<td></td>
<td><blockquote>
<p><strong>Extremely Important</strong></p>
</blockquote></td>
</tr>
<tr class="even">
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
<td colspan="2"></td>
<td>Utilizing youth development principles</td>
<td colspan="2"></td>
<td>Y</td>
<td>N</td>
<td colspan="2"></td>
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
</tr>
<tr class="odd">
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
<td colspan="2"></td>
<td>Working with groups or community teams</td>
<td colspan="2"></td>
<td>Y</td>
<td>N</td>
<td colspan="2"></td>
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td colspan="2"></td>
<td><strong>Record Keeping Skills</strong></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
<td colspan="2"></td>
<td>Composing program reports for funders</td>
<td colspan="2"></td>
<td>Y</td>
<td>N</td>
<td colspan="2"></td>
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
</tr>
<tr class="even">
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
<td colspan="2"></td>
<td>Record keeping</td>
<td colspan="2"></td>
<td>Y</td>
<td>N</td>
<td colspan="2"></td>
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td colspan="2"></td>
<td><strong>Supervisory Skills</strong></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
<td colspan="2"></td>
<td>Motivating volunteers</td>
<td colspan="2"></td>
<td>Y</td>
<td>N</td>
<td colspan="2"></td>
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
</tr>
<tr class="odd">
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
<td colspan="2"></td>
<td>Overseeing adult volunteer programs</td>
<td colspan="2"></td>
<td>Y</td>
<td>N</td>
<td colspan="2"></td>
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
</tr>
<tr class="even">
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
<td colspan="2"></td>
<td>Recruitment and retention of volunteers</td>
<td colspan="2"></td>
<td>Y</td>
<td>N</td>
<td colspan="2"></td>
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
</tr>
<tr class="odd">
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
<td colspan="2"></td>
<td>Staff development</td>
<td colspan="2"></td>
<td>Y</td>
<td>N</td>
<td colspan="2"></td>
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
</tr>
<tr class="even">
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
<td colspan="2"></td>
<td>Supervising staff</td>
<td colspan="2"></td>
<td>Y</td>
<td>N</td>
<td colspan="2"></td>
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
</tr>
<tr class="odd">
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
<td colspan="2"></td>
<td>Supervising youth programs</td>
<td colspan="2"></td>
<td>Y</td>
<td>N</td>
<td colspan="2"></td>
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td colspan="2"></td>
<td><strong>Other Skills (please specify)</strong></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
<td colspan="2"></td>
<td></td>
<td colspan="2"></td>
<td>Y</td>
<td>N</td>
<td colspan="2"></td>
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
</tr>
<tr class="even">
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
<td colspan="2"></td>
<td></td>
<td colspan="2"></td>
<td>Y</td>
<td>N</td>
<td colspan="2"></td>
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
<td>5</td>
</tr>
</tbody>
</table>

# Time Spent Performing Major Job Activities

  --------------------- ------------------------------------------- -------------- ----------
  **Instructions:**     For each of the following major activities                 
                        of your job, estimate the percentage of                    
                        time that you spend or expect to spend                     
                        performing that activity within a year;                    
                        please make sure that the total time for                   
                        all of the activities sums to 100; if you                  
                        don\'t perform that activity, write down                   
                        \"0\" or leave it blank:                                   

  **Activity**                                                      **Percentage   
                                                                    of Time Spent  
                                                                    Performing     
                                                                    That           
                                                                    Activity**     

  **Administrative:**                                                              

  (Contract management,                                                            
  Curriculum                                                                       
  development, Data                                                                
  analysis, Designing                                                              
  programs, Evaluation                                                             
  development, Grant                                                               
  writing, Making                                                                  
  programmatic                                                                     
  decisions, Managing                                                              
  budgets, Planning and                                                            
  organizing, Program                                                              
  implementation,                                                                  
  Public policy                                                                    
  development and                                                                  
  advocacy)                                                                        

  **Case Management:**                                                             

  (Coalition building,                                                             
  Community                                                                        
  mobilization,                                                                    
  Locating community                                                               
  resources,                                                                       
  Networking,                                                                      
  Partnership                                                                      
  development, Risk                                                                
  management)                                                                      

  **Direct Services:**                                                             

  Conflict resolution,                                                             
  Crisis plan                                                                      
  execution, Educating                                                             
  audiences on the                                                                 
  cycle of addiction,                                                              
  Educating audiences                                                              
  on the drugs of                                                                  
  abuse, Educating                                                                 
  audiences on the                                                                 
  family and individual                                                            
  dynamics of                                                                      
  addiction,                                                                       
  Interacting with                                                                 
  adults, Interacting                                                              
  with youth,                                                                      
  Motivating youth,                                                                
  Practicing active                                                                
  listening skills,                                                                
  Providing                                                                        
  presentations,                                                                   
  Utilizing knowledge                                                              
  of prevention                                                                    
  principles, Utilizing                                                            
  youth development                                                                
  principles, Working                                                              
  with groups or                                                                   
  community teams)                                                                 

  **Record Keeping:**                                                              

  (Composing program                                                               
  reports for funders,                                                             
  Report keeping)                                                                  

  **Supervisory:**                                                                 

  (Motivating                                                                      
  volunteers,                                                                      
  Overseeing adult                                                                 
  volunteer programs,                                                              
  Recruitment and                                                                  
  retention of                                                                     
  volunteers, Staff                                                                
  development,                                                                     
  Supervising staff,                                                               
  Supervising youth                                                                
  programs)                                                                        

  **Other (please                                                                  
  specify):**                                                                      

                                                                                   

  **Total Number of                                                                100
  Hours:**                                                                         
  --------------------- ------------------------------------------- -------------- ----------

**Background Information**

  ------------------- ------------------ -- ------------------------ -- --- ---------- ---------------------
  **Instructions:**                         Please answer the                          
                                            following questions by                     
                                            either placing an \"X\"                    
                                            in the appropriate box                     
                                            or writing in your                         
                                            response:                                  

  **Age:**                                                                             

  **Gender:**                                                                          

                      Female                                                           

                      Male                                                             

  **Ethnicity:**                                                                       

                      African-American                                                 

                      Hispanic                                                         

                      White                                                            

                      Other (please                                                    
                      specify):                                                        

  **Educational                                                                        
  Level:**                                                                             

                      Less than high                                                   
                      school                                                           

                      Some high school                                                 

                      High school                                                      
                      graduate                                                         

                      GED                                                              

                      Some college                                                     

                      College graduate                                                 

                      Master\'s degree                                                 

                      Doctoral degree                                                  

  **If you have                                                                        
  successfully                                                                         
  completed college                                                                    
  or post graduate                                                                     
  studies, please                                                                      
  indicate your                                                                        
  major:**                                                                             

  **What is Your Work                                                                  
  Title:**                                                                             

  **How many hours                                                                     
  per week are you                                                                     
  currently providing                                                                  
  prevention                                                                           
  services:**                                                                          

                      Less than 5 hours                                                

                      5 to 10 hours                                                    

                      11 to 20 hours                                                   

                      21 to 30 hours                                                   

                      31 to 40 hours                                                   

                      More than 40 hours                                               

  **How many years                                                                     
  have you worked in                                                                   
  the field of                                                                         
  prevention:**                                                                        
  ------------------- ------------------ -- ------------------------ -- --- ---------- ---------------------

***Thank you for your cooperation.***