# Presentation: 072719

## Coalition Building

**Alvera Stern**

**Coalition Building**

## In the Culture

**- health risks**

**In the Culture**

**- social disapproval**

**associated with use.**

**RISES**

## In the Culture

**- health risks**

**In the Culture**

**- social disapproval**

**associated with use.**

**FALLS**

## In the Individual

**In the Individual**

**The more protective factors, the LESS LIKELY to use.**

**The more risk factors, **
**the MORE LIKELY to use.**

## Prevention

**Prevention**

**Prevention is a proactive process. It empowers individuals and systems to meet the challenges of life events and transitions by creating and reinforcing conditions that promote healthy behaviors and lifestyles.**

**CSAP 1994**

## Intervention Spectrum

**Intervention Spectrum**
**for Behavioral Disorders**

**CSAP 1994**

**Universal -**
**General Population**

**Selective- **
**Health Risk**
**             ****Groups**

** ****Indicated-**
**   ****Diagnosed**
**          ****Youth**

**Case**
**ID**

**    ****Standard**
**   ****Treatment**
**  ****for known**
** ****disorders**

**       ****Compliance**
**   ****w/ Long-Term**
**Treatment**

**         ****Aftercare**
**(including rehab)**

**Prevention**

**Treatment**

**Maintenance**

## Prevention

**Prevention**
**A multi-faceted approach**

**Environment**

**Host**

**Agent**

## Agent Usage

**Use**

**Abuse**

**Chemical **
**Dependency**

**No use**

**pain**

**pain**

**pain**

**pain**

**normal**

**normal**

**normal**

**normal**

**euphoria**

**euphoria**

**euphoria**

**euphoria**

**Agent Usage**

## People Who Should Not Drink

**  ****People whose work  **
**    ****requires judgment**

**People Who Should Not Drink**

**  ****Couples trying to conceive**

**  ****Recovering people**

** ****Those with a family **
**   ****history of alcoholism**

**  ****Growing children**

**  ****People under 21**

**  ****Pregnant women**

**  ****People operating machinery**

**  ****People under stress  **

**C Everett Koop M.D., Surgeon General, 1988**

## Alcohol abuse is when you  harm yourself or others

**Alcohol abuse is when you  harm yourself or others**

**C Everett Koop M.D., Surgeon General, 1988**

## The Feeling Chart

**The Feeling Chart**

**DISEASE:  Chemical dependency (alcholism **
**and/or drug addiction) is a disease.  A disease **
**has its own symptoms and is describable.**

**Primary Disease:  **
**Not a secondary symptom of something else.**

## The Feeling Chart

**The Feeling Chart**

**DISEASE:  Chemical dependency (alcholism **
**and/or drug addiction) is a disease.  A disease **
**has its own symptoms and is describable.**

**Progressive Disease:**
**Gets progressively worse.  Victim becomes**
**physically, spiritually, emotionally, and**
**psychologically ill.**

## The Feeling Chart

**The Feeling Chart**

**DISEASE:  Chemical dependency (alcholism **
**and/or drug addiction) is a disease.  A disease **
**has its own symptoms and is describable.**

**Chronic Disease:**
**No cure.  Recovery must be based on **
**abstinence from mood altering chemicals.**

## The Feeling Chart

**The Feeling Chart**

**DISEASE:  Chemical dependency (alcholism **
**and/or drug addiction) is a disease.  A disease **
**has its own symptoms and is describable.**

**Fatal Disease:**
**Disease can only be arrested.  If it is not,**
**victim dies from it.**

## Disease Progression

**Pain**

**Euphoria**

**Disease Progression**

**Phase #1:  Learning the Mood Swing**** **
**(Autonomic Learning)**

**A.  Learns that chemicals can provide a **
**      ****temporary mood swing in the direction **
**      ****of euphoria.**

## Disease Progression

**Pain**

**Euphoria**

**Disease Progression**

**Phase #1:  Learning the Mood Swing**** **
**(Autonomic Learning)**

**B.  Learns that chemicals will provide this **
**      ****positive mood swing every time they **
**      ****are used.**

## Disease Progression

**Pain**

**Euphoria**

**Disease Progression**

**Phase #1:  Learning the Mood Swing**** **
**(Autonomic Learning)**

**C.  Learns to trust the chemical and its**
**      ****effects.**

## Disease Progression

**Pain**

**Euphoria**

**Disease Progression**

**Phase #1:  Learning the Mood Swing**** **
**(Autonomic Learning)**

**D.  Learns to control the degree of the **
**      ****mood swing by regulating chemical **
**      ****intake quantity.**

## Disease Progression

**Pain**

**Euphoria**

**Disease Progression**

**Phase #2:  Seeking the Mood Swing **

**A.  Applies learnings in Phase #1 to own**
**      ****social, cultural and life situation.**

## Disease Progression

**Pain**

**Euphoria**

**Disease Progression**

**Phase #2:  Seeking the Mood Swing **

**B.  Uses the chemical at appropriate times**
**      ****and places.**

## Disease Progression

**Pain**

**Euphoria**

**Disease Progression**

**Phase #2:  Seeking the Mood Swing **

**C.  Develops self-imposed rules about the**
**      ****chemical and adheres to them.**
**      “****I don’t drink until after 5:00pm.”**

## Disease Progression

**Pain**

**Euphoria**

**Disease Progression**

**Phase #2:  Seeking the Mood Swing **

**D.  May suffer from hangovers/pain due **
**      ****to occasional overuse of the chemical, **
**      ****but no emotional pain.**

## Disease Progression

**Pain**

**Euphoria**

**Disease Progression**

**Phase #2:  Seeking the Mood Swing **

**E.  Continues ability to control the times,**
**      ****quantities and outcomes of all chemical**
**      ****using experiences.**

## Disease Progression

**Pain**

**Euphoria**

**Disease Progression**

**Phase #2:  Seeking the Mood Swing **

**F.  Social users remain in this phase.  **
**     ****Victims of chemical dependency **
**      ****progress to Phase #3.**

## Disease Progression

**Pain**

**Euphoria**

**Disease Progression**

**Phase #3:  Harmful Dependency **

**A.  Begins to experience periodic loss of **
**      ****control over use.  Can no longer**
**      ****predict outcome once use begins.**

## Disease Progression

**Pain**

**Euphoria**

**Disease Progression**

**Phase #3:  Harmful Dependency **

**B.  These episodes result in behavior that**
**      ****violates the user’s value system and, in**
**      ****turn, creates the first emotional pain.**

## Disease Progression

**Pain**

**Euphoria**

**Disease Progression**

**Phase #3:  Harmful Dependency **

**C.  Spontaneous rationalizations arise, **
**      ****hiding these feelings and resulting in **
**      ****a loss of insight for the victim.  **

## Disease Progression

**Pain**

**Euphoria**

**Disease Progression**

**Phase #3:  Harmful Dependency **

**D.  Negative feelings about self remain**
**      ****unidentified and unresolvable.  This **
**      ****results in chronic emotional distress.  **

## Disease Progression

**Pain**

**Euphoria**

**Disease Progression**

**Phase #3:  Harmful Dependency **

**E.  Experiences growing anticipation and**
**      ****preoccupation with chemical use.  **

## Disease Progression

**Pain**

**Euphoria**

**Disease Progression**

**Phase #3:  Harmful Dependency **

**F.  Lifestyle begins to change and revolve**
**      ****around the chemical.  **

## Disease Progression

**Pain**

**Euphoria**

**Disease Progression**

**Phase #3:  Harmful Dependency **

**G.  Specific times for chemical use are **
**      ****now established and rigidly held.  **

## Disease Progression

**Pain**

**Euphoria**

**Disease Progression**

**Phase #3:  Harmful Dependency **

**H.  Self-imposed rules developed in**
**      ****Phase #2 are now broken regularly .  **

## Disease Progression

**Pain**

**Euphoria**

**Disease Progression**

**Phase #3:  Harmful Dependency **

**I.  Chemical tolerance increases causing**
**     ****victim to develop ingenious ways to get, **
**     ****use and keep chemical.  (hiding stash)  **

## Disease Progression

**Pain**

**Euphoria**

**Disease Progression**

**Phase #3:  Harmful Dependency **

**J.  Projections of self-hatred onto others**
**     ****begin to occur.  **

## Disease Progression

**Pain**

**Euphoria**

**Disease Progression**

**Phase #4:  Using To Feel Normal **

**A. Using chemicals to survive rather than**
**      ****to feel euphoric.**

## Disease Progression

**Pain**

**Euphoria**

**Disease Progression**

**Phase #4:  Using To Feel Normal **

**B.  Blackouts occur more frequently.**

## Disease Progression

**Pain**

**Euphoria**

**Disease Progression**

**Phase #4:  Using To Feel Normal **

**C.  Tolerance built in Phase #3 breaks.**

## Disease Progression

**Pain**

**Euphoria**

**Disease Progression**

**Phase #4:  Using To Feel Normal **

**D.  Physical addiction can occur.**

## Disease Progression

**Pain**

**Euphoria**

**Disease Progression**

**Phase #4:  Using To Feel Normal **

**E.  Paranoid-like thinking is present.**

## Disease Progression

**Pain**

**Euphoria**

**Disease Progression**

**Phase #4:  Using To Feel Normal **

**F.  Geographic escapes are made.**

## Disease Progression

**Pain**

**Euphoria**

**Disease Progression**

**Phase #4:  Using To Feel Normal **

**G.  Loss of desire to live and a complete**
**      ****spiritual bankruptcy.**

## Disease Progression

**Pain**

**Euphoria**

**Disease Progression**

**Phase #4:  Using To Feel Normal **

**G.  Loss of desire to live and a complete**
**      ****spiritual bankruptcy.**

## Environmental Institutions

**Environmental Institutions**

**Family**
**Church**
**Media**
**School**
**Community**
**Legislative system**
**Probation**
**Police**
**Court System**
**Treatment system**
**Aftercare system**

## Host Strategies

**Information**
**Education**
**Alternatives**
**Social Policy**
**Early Intervention**
**Assessment**
**Treatment**
**Aftercare**

**Host Strategies**

** ****(AA Alateen Alanon)**

## Environmental 

**Environmental **
**Institutions**

**Family**
**Church**
**Media**
**School**
**Community**
**Legislative system**
**Probation**
**Police**
**Court System**
**Treatment system**
**Aftercare system**

**Host Strategies**

**Information**
**Education**
**Alternatives**
**Social Policy**
**Early Intervention**
**Assessment**
**Treatment**
**Aftercare**

**AA **
**Alateen **
**Alanon**

**Use**

**Abuse**

**Chemical **
**Dependency**

**No use**

**Agent**
**Usage**

## Risk Factors

**Risk factors occur prior to the onset**
**of substance abuse and are associated with an increased probability of drug abuse. **
**A ****risk-focused approach**** seeks to prevent drug abuse by eliminating,**
**reducing or mitigating its precursors.**

**Risk Factors**

## School

**School**
**  ****Early antisocial behavior**
**  ****Academic failure**
**  ****Low commitment to school**

**Community**
**Risk Factors**

**Hawkins & Catalano, 1991**

## Protective Factor Research

**Protective Factor Research**

**1.  Strong parent - adolescent attachment **
**2.  Strong adolescent-father attachment**
**3.  Adolescent conventionality**
**4.  Positive maternal characteristics**
**5.  Marital harmony**

## Protective Factor Research

**Garmezy**

**Protective Factor Research**

**1.  Child’s own positive temperament.**
**2.  Supportive family milieu.**
**3.  External support system that energizes**
**  **

**and refines child’s coping efforts.**

## Protective Factor Research

**Social **
**Bonding**

**Protective Factor Research**

**1.  Strong attachment to parents.**
**2.  Commitment to schooling.**
**3.  Regular involvement in church activities.**
**4.  Belief in expectations, norms and **
**  **

**societal values.**

## Individual/Peer

**Individual/Peer**

** ****Alienation or rebelliousness.**
** ****Antisocial behavior early in adolescence.**
** ****Friends who use drugs.**
** ****Favorable attitudes toward drug use.**
** ****Early first use of drugs. **
**  **

**Risk Factors**

**Hawkins & Catalano, 1991**

## Community Risk Factors

**Community Risk Factors**

** ****Economic and social deprivation.**

** ****Low neighborhood attachment and **
** ****community disorganization.**

** ****Transitions and mobility.**

** ****Community laws and norms**
** ****favorable to drug use.**

** ****Availability of drugs**

**- Price**
**- Placement**
**- Packaging**
**- Promotion**

**Hawkins & Catalano, 1991**

## Family 

**Family history of alcoholism.**
**Family management problems.**
**Parental drug use and positive **
**attitudes toward use.**

**Family **
**Risk Factors**

**Hawkins & Catalano, 1991**

## RISK FACTORS

**RISK FACTORS**

**Adolescent Problem Behaviors**

## Protective Factors

**Protective Factors**

**Protective factors ****mediate**** or ****moderate**** **
**the effects of exposure to risk.**

**  ****Invulnerability**
**  ****Resiliency**

## External 

**Family support**
**Parents as social resources**
**Parent communication**
**Other adult resources**
**Other adult communication**
**Parent involvement in school**
**Positive school climate**
**Parental standards**

**External **
**Protection**

**P.L. Benson (1991)**

**1-8**

## External 

**School Activities**

**Parental Discipline**
**Parent Monitoring**
**Time at Home**
**Positive Peer Influence**
**Involved in Music**
**Involved in Community Orgs**
**Involved in Church/Synagogue**
**Involved in Extra-Curricular**

**External **
**Protection**

**P.L. Benson (1991)**

**9-16**

## Internal Protection

**Achievement Motivation**
**Educational Aspiration**
**School Performance**
**Homework**
**Values Helping People**
**Concerned About World Hunger**
**Cares About Others’ Feelings**

**P.L. Benson (1991)**

**Internal Protection**

**1-7**

## Internal Protection

**Values Sexual Restraint**
**Assertiveness Skills**
**Decision-Making Skills**
**Friendship Skills**
**Planning Skills**
**Self-Esteem**
**Positive View of Personal Future**

**P.L. Benson (1991)**

**Internal Protection**

**8-14**

## Generation 1

**Generation 1**

**Direct delivery of services to meet **
**an immediate need.**

**Individual Strategies**

## Generation 2

**Generation 2**

**Community potential is realized**
**through education, organization, **
**and the introduction of new**
**technology.  The scope of the **
**project is the neighborhood, town,**
**or county.**

**Community Development**

## Generation 3

**Generation 3**

**Third-generation strategies look beyond the individual community and seek to change specific state, regional, and national policies and institutions.  Communities at this stage have well developed individual, family and community information bases.**

**Sustainable Systems Development**

## Generation 4

**Generation 4**

**Fourth-generation strategies to change national and global norms, policies and institutions.**

**People’s Movement**

## Generation

**Generation**

**First**

**Second**

**Third**

**Fourth**

**Problem**
**Definition**

**Time Frame**

**Scope**

**Chief Actors**

**NGO Role**

**Management **
**Orientation**

**Development**
**Education**

**Shortage**

**Local inertia**

**Institutional & Policy**
**constraints**

**Inadequate mobilizing**
**vision**

**Immediate**

**Project life**

**10-20 years**

**Indefinite future**

**Individual or**
**Family**

**Neighborhood or**
**Village**

**Region or Nation**

**National or Global**

**NGO**

**NGO + **
**community**

**All relevant public**
**and private institutions**

**Loosely defined **
**networks**

**Doer**

**Mobilizer**

**Catalyst**

**Activist/educator**

**Logistics**
**management**

**Project**
**management**

**Strategic**
**management**

**Coalescing and **
**energizing self-**
**managing networks**

**Starving**
**children**

**Community**
**self-help**

**Constraining**
**policies and **
**institutions**

**Spaceship Earth**

## Group Exercise

## Coalition Meetings

**Coalition Meetings**

## W.C. Fields on Institutional Change

**“****Walking through a wall of human flesh backward, dragging a goat **
**and a canoe.”**

## Stages of Community

**2**

**Take It!**

**Stages of Community**

## Meeting Logistics List

**Whom will you invite?**
**What will your purpose be?**
**Where and when will you meet?**
**How will you invite potential **
**planning group members?**
**What else will you need to consider?**

**Meeting Logistics List**
**Questions To Ask**

## What is the 

**To design and implement a **
**comprehensive risk-focused **
**program to reduce the adolescent **
**problem behaviors of substance **
**abuse,delinquency, teen **
**pregnancy, school drop-out and **
**violence.**

**Meeting **
**Agenda?**

**Meeting**
**Goal?**

**What is the **
**Meeting’s Purpose?**

**Desired **
**Outcome?**

**Planning Coalition’s Logistics**

## 1

**+10**

**+10**

**+10**

**Money**

**Political Power**

**Interest**

**Determining Coalition Leadership**

## Prioritizing Coalition

**Prioritizing Coalition**
**Invitees**

**3 - 15**

**16 - 24**

**Scores of 25 **
**and above**

**Begin recruitment efforts**
**with people in the**
**center circle and work**
**your way out.**

## Sample Participant 

**Invitee Name**

**Sample Participant **
**Commitment Form **

## Projected Participation

**Invite 100 potential participants**

**Projected Participation**

**80  RSVP affirmatively**

**66  actually attend orientation meeting**

**48 agree to participate in coalition activities**

**40 ****people ultimately join coalition**

## Timeline

**Send out a ****reminder**
**letter**** with a copy of the ****agenda****.**

**Timeline**

**2 weeks**** **
**before meeting**

## Timeline

**Timeline**

**Have ****chairperson**** ****selected**** and **
** ****coalition**** curriculum**** ****prepared**** for **
**two hour training.**

**By second**
**meeting...**

## Coalition Training Curriculum

**Coalition Training Curriculum**

**Information**
**Skills**
**Alternatives**
**Policy**
**Intervention**

**Be sure to cover the following:**

## Timeline

**Timeline**

**Treat this as a ****planning**** meeting.**
**Establish ****goals**** and ****objectives****.**

**Third**
**  ****meeting...**

## Timeline

**Review goals and objectives. **
**Develop group**** action plan****.**

**Timeline**

**Fourth**
**  ****meeting...**

**Hold as a group**** retreat****.**

## What is the 

**To design and implement a **
**comprehensive risk-focused **
**program to reduce the adolescent **
**problem behaviors of substance **
**abuse,delinquency, teen **
**pregnancy, school drop-out and **
**violence.**

**Meeting **
**Agenda?**

**Meeting**
**Goal?**

**What is the **
**Meeting’s Purpose?**

**Desired **
**Outcome?**

**Retreat Meeting**
**(4th Meeting - Action Planning)**

## Where 

**Plan-Writing Committee Meeting **
**Logistics Continued**

**Where**** **
**is the meeting?**

**When**** **
**is the meeting?**

**Who**** does the **
**invitation letter **
**come from?**

## Setting up the Prevention

**Setting up the Prevention**
**Planning Committee**

**Criteria**

**Prevention philosophy**
**Purpose of plan**
**Source of money**
**Requirements of grant**
**Time available**
**Turf issues**
**Political pressures**
**Who is talking to whom?**

**Cardinal Rule:**
**Always invite the**
**people you are **
**NOT talking to!**

**Who Comes?**

## Activity  to follow

## Model Action Committee Roles

**Model Action Committee Roles**

**Specialties**

**Sets meeting agendas.**
**Delegates tasks.**
**Supervises implementation.**
**Coordinates participants.**

**Conductor**

## Model Action Committee Roles

**Model Action Committee Roles**

**Specialties**

**Encourages participation.**
**Generates optimism.**
**Praises performance.**
**Builds unity.**

**Cheerleader**

## Model Action Committee Roles

**Model Action Committee Roles**

**Assembler**

## Model Action Committee Roles

**Model Action Committee Roles**

**Specialties**

**Works.**
**Sees that difficult tasks get**
**completed.**
**Focuses on details.**

**Soldier**

## Model Action Committee Roles

**Model Action Committee Roles**

**Specialties**

**Knows key people.**
**Finds and gets resources.**

**Sleuth**

## Model Action Committee Roles

**Model Action Committee Roles**

**Specialties**

**Generates creative ideas.**
**Synthesizes / refines ideas.**

**Electrician**

## Model Action Committee Roles

**Model Action Committee Roles**

**Specialties**

**Has a vision of the **
**committee’s goals/potential.**
**Sees previously unseen**
**opportunities.**

**Prophet**

## Model Action Committee Roles

**Model Action Committee Roles**

**Specialties**

**Communicates activities**
**to the community.**
**Builds public relations.**

**Word Wizard**

## Model Action Committee Roles

**Model Action Committee Roles**

**Specialties**

**Understands people’s**
**needs.**
**Plans social components **
**of events.**
**Serves as host/hostess.**

**Social**
**Director**

## Evaluating Your Coalition

**Alvera Stern**

**Evaluating Your Coalition**

## Slide 94

## A Vision statement is a global, long 

**A ****Vision statement**** is a global, long **
**term goal which serves as a focus for goal setting and strategy development.  It is a rallying point for community members.**

## “Our community will be clean, 

***“******Our community will be clean, ***
***drug free, and safe for our ***
***families and neighbors.”***

## A Mission statement describes who a group is and why it exists.  The mission statement provides overall direction to the group.  

**A ****Mission statement**** describes who a group is and why it exists.  The mission statement provides overall direction to the group.****  **

## “We are the Prevention Task Force. Our primary mission is to reduce substance abuse.  We are here to provide community members with opportunities to make healthy choices and lead healthy lives.”

***“******We are the Prevention Task Force. Our primary mission is to reduce substance abuse.  We are here to provide community members with opportunities to make healthy choices and lead healthy lives.”***

## A Goal, in general, states intent and

**A ****Goal****, in general, states intent and**
**purpose, and supports the vision and**
**mission statements:****  **

***“******To reduce the incidence and ***
***prevalence of substance abuse among***
***community members by 25 percent***
***within 12 months.”***

## An Objective is specific, measurable,

**An ****Objective**** is specific, measurable,**
**and sets a time frame. **

***“******To reduce the number of youth in our***
***community who smoke at age 10 from***
***18.5 percent to 10 percent by 2000.”***

## Outcome

**A change in knowledge, attitudes,**
**motivations, or community conditions**
**as a result of one or more prevention**
**programs.**

**Outcome**

**Prevention First, 1995**

## How do you organize

**How do you organize**
**objectives/action steps**** **
**to get multi-sector/multi-strategy comprehensive programs **
**for your coalition?**

## Use Domains:

**Use ****Domains****:**

**Organizing Objectives/Action Steps**

**Individual**
**Family**
**School**
**Community**

**1**

## Organizing Objectives/Action Steps

**Organizing Objectives/Action Steps**

## Objectives

**Objectives**

**Logically **
**relate to risk **
**and protective**
**factors **

## Outcomes

**Outcomes**

**Who or what will change?**
**How much?**
**What time?**
**Who will effect change?**

## Coalition Logic Model

**Coalition Logic Model**

## Measure 

**Measure **
**Indicators**

**Select strategies and implement**

**Identify long-range goal**

**Assess **
**community risk factors**

**Identify baseline data indicators**

**Select desired outcome**

**Measure long-range outcomes**

## Measure 

**Measure **
**Indicators**

**1**

**6**

**5**

**4**

**3**

**2**

**7**

## Getting to Outcome Measures

**Getting to Outcome Measures**

## Slide 111

## Drug-Free Communities Support

**Goal:**
**Reduction **
**in**
**Substance**
**Abuse**

**Community**
**Risk and**
**Protective**
**Factors**

**Incidence**
**and**
**Prevalence**
**of **
**Substance**
**Abuse**

**Enhanced/**
**Strengthened**
**Coalitions:  ****	**** **
**     ****Increased**
**      ****Coalition**
**      ****Capabilities**
**     ****Increased**
**      ****Citizen**
**      ****Participation**
**     ****Increased**
**      ****Interagency &   **
**      ****Inter-**
**      ****governmental**
**      ****collaboration**
**     ****Collaborative,**
**      ****data-driven**
**      ****prevention**
**      ****planning**

**Enhanced**
**Prevention**
**Efforts:**
**Comprehensive,**
**Research-Based**
**Strategies that**
**Address**
**Identified**
**Needs**

**Improved **
**Immediate**
**Outcomes**
**of**
**Prevention**
**Efforts**

**Reduced**
**Risk Factors**
**and **
**Increased**
**Protective**
**Factors**

**Reduced**
**Substance**
**Abuse**

**Contextual/Environmental Factors**

**Baseline**

**Activities**

**Outcomes**

**Impact**

**(Processes)**

**Drug-Free Communities Support**
**Program Evaluation Framework**

## Community-Based Prevention Planning

**Community-Based Prevention Planning**

**The prevention plan is based on solid theory **
**and research.**

## Community-Based Prevention Planning

**Community-Based Prevention Planning**

**Individual, family, community and cultural risk and protective factors are assessed; changes in these factors are targeted as outcome measures.  Programs and programs activities are selected only after this assessment is made and the outcome measures are targeted.**

## Community-Based Prevention Planning

**Community-Based Prevention Planning**

**Success is determined by movement from the**
**baseline data assessment data to the desired**
**outcome measurement.**

## Fidelity

**Fidelity**

**Being faithful to **
**research design**

**Intensity**

**Dosage**

**Duration**

**Session length**

**Number of sessions**

**The time period over**
**which sessions run**

## Teen Pregnancy

**Teen Pregnancy**

**Alcohol and**
**Other Drugs**

**Delinquency**

**Violence**

**School**
**Dropout**

**Generic**
**Prevention**

## Steps To Ethnic Competence

**Clarify Values**

**Steps To Ethnic Competence**

**Identify one’s values and **
**assumptions regarding personal **
**development, family relationships **
**and the relationship between **
**family and community.**

**1**

**Hanson, Lynch & Wayman, 1990**

## Steps To Ethnic Competence

**Steps To Ethnic Competence**

**Analyze ethnographic information**
**with emphasis in five areas: country **
**of origin, language and dialect, social **
**organization, belief system, history, **
**and access to services.**

**Gather Ethnographic**
**Information**

**2**

**Hanson, Lynch & Wayman, 1990**

## Steps To Ethnic Competence

**Steps To Ethnic Competence**

**Know the degree to which the group**
**modifies its customs and activities**
**to blend with the dominant culture.**

**Understand Transcultural**
**Identification**

**3**

**Hanson, Lynch & Wayman, 1990**

## Steps To Ethnic Competence

**Steps To Ethnic Competence**

**Understand the family’s cultural**
**values and practices regarding**
**childrearing and apply this **
**information to interventions.**

**Consider Family**
**Practices**

**4**

**Hanson, Lynch & Wayman, 1990**

## Reference Guide to Principles of Prevention:

**Reference Guide to Principles of Prevention:**
**Interim Gudiance on Federal Program Standards**