# Presentation: 241821

## MODULE 3

- Program Planning
- Why Program Planning?

- 	Planning allows us to create an objective profile of our community.  Identify how to target resources and efforts, and to implement more effective strategies.

## Seven Steps to Building A Successful Prevention Program

- Increase the readiness of the community
- Assess the levels of risk factors and protective factors in the community
- Translate the data into priorities
- Examine the resources in the community that are reducing risk factors and increasing protective factors

## Seven Steps to Building A Successful Prevention Program (cont’d)

- Target efforts
- Use “best practices” and “guiding principles”
- Evaluate

## Defining the Community

**How you define your community will tell you where to apply the 7 step planning process**
**A community can be a county, city, town, neighborhood, reservation, catchment area, school district or individual school**
**Include geographic, demographic, cultural, service and organizational profiles****	**

## Mobilizing the Community

**Engage all sectors of the defined community in a community-wide prevention program plan**
**Coalitions include youth, parents, cultural leaders, law enforcement, education, civic and faith groups, social services, government, medical professionals, etc.**

## Definition:  Community readiness is the extent to which a community is adequately prepared to implement a drug abuse prevention program
Community readiness can be objectively assessed and systematically enhanced

- Assess Community Readiness

**Definition:  Community readiness is ****the extent to which a community is adequately prepared to implement a ****drug abuse prevention program**
**Community readiness can be objectively assessed and systematically enhanced**

## Community Readiness SurveyAn Example for Assessing a Community’s Readiness

## Background

**•****	****Growing awareness among prevention practitioners that understanding a community’s level of readiness is key to implementing successful substance abuse prevention strategies**
**•****	****Three components of needs assessment:**
**	****1.**** Knowledge of actual substance use rates in the community**
**	****2.**** Prevention resource infrastructure in the community**
**	****3.**** Residents’ attitudes and community norms**
**Minnesota Institute of Public Health, Mounds View, MN**

## Background (cont’d)

- Purpose of the Community Readiness Survey is to assess** attitudes**,** beliefs**, and** perceptions **of residents in a community regarding substance abuse prevention

## Methodology

**•****	****Development of the survey began in the late 1990s, and validation occurred with 15,000 randomly selected residents in 30 Minnesota communities.**
**•****	****Following initial validation, the survey was shortened from 96 to 52 items.**
**•****	****In 2001, prevention professionals from 10 states examined data from 50 communities using a Q-sort process in order to establish empirical ranges for low, medium, and high levels of readiness.**

## Domains Measured by the Community Readiness Survey

**Perception of ATOD problems in the ****	****community**
**Permissiveness of attitudes toward ATOD use**
**Support for ATOD policy and prevention**
**Adolescent access to alcohol and tobacco**
**Perception of community commitment**

## Slide 12

## The goal: start slowly, increase awareness.

**Perception needs to be addressed  **
**Change could occur from any direction**
**Count even small successes**

## College Town, USA

## The goal: address the “we don’t care” attitude.

**Often seen in college communities **
**Focus on community and stakeholder empowerment **
**Create a “change is okay” attitude**
**Find out what they care about and figure out how to link substance abuse prevention with that**

## Slide 16

## The goal: gather stakeholders and determine which action steps will best meet the needs of the community.

**•****	****Provide leadership for prevention activities**

## Slide 18

## The goal: ensure stability and look for new areas of activity to complement the work already done. 

**•****	****Offer ongoing support**
**•****	****Celebrate accomplishments attained**

## Using Findings from the Community Readiness Survey

**•****	****Identify prevention strategies appropriate to residents’ attitudes**
**•****	****Select strategies appropriate to residents’ attitudes**
**•****	****Select strategies easily understood by residents**
**•****	****Inform community leaders about respondents’ attitudes**
**•****	****Inform general public about respondents’ attitudes**
**•****	****Inform community leaders about respondents’ attitudes**

## Community Readiness Model

**A Model for Assessing Stages of a Community’s Readiness**

## Background

**•****	****The Community Readiness Model was developed to meet research needs and to provide a practical tool for community mobilization**
**•****	****Uses the key informant interviews to measure six dimensions of the community**
**•****	****Nine stages of community readiness range from “no awareness” of the problem to “professionalization”**
**•****	****Strategies were developed for each stage of readiness**
**Tri-Ethnic Center for Prevention Research, Colorado State University**

## Methodology

**•****	****Prochaska and DiClemente’s model of personal readiness for change reformulated to fit a community model**
**•****	****Development began in the 1990s**
**•****	****Validation of the model used experts and individuals experienced in working with communities to determine content of validity of statements measuring community readiness**
**•****	****Stages defined by expert raters**
**Tri-Ethnic Center for Prevention Research, Colorado State University**

## Dimensions Measured by the Community Readiness Model

**Existing Prevention Efforts (Programs, Activities, Policies, Etc.)**
**Community Knowledge of Prevention Efforts**
**Leadership (including appointed leaders and influential community members)**
**Knowledge About the Problem**
**Resources for Prevention**
**Community Climate**

## Stage 1:  No Awareness

**•****	****Community norms actively tolerate or encourage the behavior (The behavior may be expected of one group and not another.)**
**Strategies for this stage of readiness –**
**•****	****Discussions with community leaders about norms and costs of substance use.**

## Stage 2:Denial

**•****	****Little or no recognition that this might be a **_**local**_** problem**
**•****	****Feeling that nothing needs to be done about the problem**
**Strategies for this stage of readiness –**
**•****	****Educational outreach to community about substance abuse**
**•****	****Local incidents as catalyst**

## Stage 3:Vague Awareness

**•****	****General belief that there is a local problem and that something needs to be done about it**
**•****	****Knowledge about local problems is stereotypical and vague**
**•****	****No identifiable leadership exists, or leadership lacks energy or motivation**
**Strategies for this stage of readiness –**
**•****	****Educational outreach and media campaigns about local substance use rates and consequences**

## Stage 4:Preplanning

**•****	****General information about local problems, but ideas about etiology or risk factors tend to be stereotyped**
**•****	****Identifiable leaders, and there may be a committee, but no real planning**
**Strategies for this stage of readiness –**
**•****	****Educational and media outreach to community leaders and groups about causes and prevention of substance abuse**

## Stage 5:Preparation

**•****	****There is general information about local problems and prevention programs, but it may not be based on formally collected data**
**•****	****Funding is being sought or committed**
**•****	****Leadership is active and energetic**
**Strategies for this stage of readiness –**
**•****	****Conduct school, community survey**
**•****	****Conduct public forums to develop strategies**

## Stage 6:Initiation

**•****	****Information is available to justify a prevention program**
**•****	****Staff trained, leadership still has great enthusiasm - limitations and problems have not yet been experienced**
**Strategies for this stage of readiness –**
**•****	****Inservice education for program staff**
**•****	****Publicity efforts on start-up of new activities**

## Stage 7: Stabilization

**•****	****Activities and programs running, viewed as stable**
**•****	****No in-depth evaluation of effectiveness**
**Strategies for this stage of readiness –**
**•****	****Training for community members and professionals**
**•****	****Recognition events, quarterly meetings**
**•****	****Introduce program evaluation**

## Stage 8:Confirmation/Expansion

**•****	****Programs are viewed as valuable**
**•****	****Original efforts evaluated, modified**
**•****	****Authorities support expanding and improving programs  **
**Strategies for this stage of readiness –****	**** **
**•  ****Formalize networking, develop speakers bureau**
**•****	****Begin to initiate policy change**

## Stage 9:Professionalism

**•****	****Detailed and sophisticated knowledge of prevalence and risk factors exists**
**•****	****Highly trained staff, supportive leaders, high community involvement**
**•****	****Evaluation is used to test/modify programs**
**Strategies for this stage of readiness –****	**
**•****	****Continue 7-step process, evaluation, inservice training and publicity**
**•****	****Diversify funding sources**

## Activity

**•****	****Divide groups of 6**
**•****	****Read the assigned case study**
**•****	****Determine the level of readiness the community**
**•****	****Brainstorm strategies to improve the level of readiness**
**•****	****Debrief together after the activity**

## •	A community assessment is a systematic process for examining the current conditions of a situation (such as substance abuse) and to identify the level of risk and protection in your community
•	Why do it?
•	How do you do it?

- STEP 2:
- Conduct a Community Assessment

**•****	****A community assessment is a systematic process for examining the current conditions of a situation (such as substance abuse) and to identify the level of risk and protection in your community**
**•****	****Why do it?**
**•****	****How do you do it?**

## Once you have completed the collection and analysis of the data, it is time to prioritize which risk and protective factors need to be addressed in your community.

- STEP 3:
- Translate Data Into Priorities

**Once you have completed the collection and analysis of the data, it is time to prioritize which risk and protective factors need to be addressed in your community.**

## •	A resource assessment is a systematic process for examining the current resources in your community which are reducing risk factors and increasing protective factors.
•	It answers the question:  “What’s going on in my community?”

- STEP 4:
- Conducting a Resource Assessment

**•****	****A resource assessment is a systematic process for examining the current resources in your community which are reducing risk factors and increasing protective factors.**
**•****	****It answers the question:  “What’s going on in my community?”**

## Determine what type of population your program/strategies should reach:universal, selective, or indicated.

- STEP 5:
- Select Your Target Population

**Determine what type of population ****your program/strategies should reach:****universal, selective, or indicated.**

## Institute of Medicine Continuum of Care

## Institute of Medicine (IOM) Prevention Classification

- UNIVERSAL
- Programs  reach  the  *general * population*(e.g., all students in a school)*
- SELECTIVE
- Programs focus on groups exposed to greater levels of risk *(e.g., children of alcoholics,   **poor school achievers or other risk factors)*

## Institute of Medicine (IOM) Prevention Classification (cont’d)

- Programs are designed for *individuals *who exhibit risk-related behaviors*(e.g., students already experimenting **with drugs)*

## U, S, or I?

- Directions:
- •	Turn to the *U, S, or I *work sheet and classify the prevention strategies
- •	You can also use the work sheet *School, Family, and Community-based Prevention Strategies* on page 3.41
- •	Be prepared to share your responses.

## •	Once you have completed Steps 1-5, it is time to determine what programs/ strategies need to be in place in your community.
•	It is important to build upon the knowledge and research that exists, so that we don’t reinvent the wheel.

- Use Best Practices and Guiding Principles or choose a Model Program

**•****	****Once you have completed Steps 1-5, it ****is time to determine what programs/ strategies need to be in place in your community.**
**•****	****It is important to build upon the knowledge and research that exists, so that we ****don’t reinvent the wheel.**

## Best Practices:

**Strategies, activities, or approaches which have been shown through research and evaluation to be effective in the prevention and/or delay of substance use/abuse.**

## Model Programs:

**•****	****Prevention programs that have been rigorously evaluated and have repeatedly demonstrated positive outcomes.**
**•****	****CSAP website lists Best Practices as identified by CSAP, NIDA, CDC, NCAP, and OJJDP**

## Model Programs: (cont’d)

**•****	****Reviewed and rated by a team of trained evaluators relative to 15 criteria according to rigorous standards of research**
**•****	****Are well implemented and well evaluated, producing a consistently positive pattern of results to the majority of intended recipients**

## Model Programs: (cont’d)

**•****	****Have been reviewed and accepted by the National Registry of Effective Programs (NREP)**
**•****	****For more information or to submit a program for review,**
**	**_**[www.preventionregistry.org](http://www.preventionregistry.org/)**_

## Fidelity and Adaptation Guidelines

**Identify and understand the theory base behind the program.**
**Obtain or conduct a core components analysis.**
**Assess fidelity/adaptation concerns for the implementation site.**

## Fidelity and Adaptation Guidelines (cont’d)

**Consult with the program developer**
**Consult with the focus population**
**Develop an overall implementation plan**

## •	Evaluation is:  Systematic efforts to collect, analyze, and use program information for multiple purposes.
•	Logic Model:  Use the website to refresh your memory on how to use, etc.

- STEP 7:  Evaluate

**•****	****Evaluation is:  Systematic efforts to collect, analyze, and use program information for multiple purposes.**
**•****	****Logic Model:  Use the website to ****refresh your memory on how to use, etc.**

## •	Turn to work sheet, Assignments
•	Answer the questions assigned to your group
•	Prepare a brief presentation based on your answers.  Involve everyone in your group in some meaningful way

**•****	****Turn to work sheet, *****Assignments***
**•****	****Answer the questions assigned to your group**
**•****	****Prepare a brief presentation based on your answers.  Involve everyone in your group in some meaningful way**

## •	Community Key Leader Survey
	-	Stage 4 or 5
•	Human Services Forum and Town Meetings
	-	Nature and extent of substance abuse
	-	Risk and Protective Factor Theory, 7-step 	process
	-	Neighbor community presentation

**•****	****Community Key Leader Survey**
**	****-****	****Stage 4 or 5**
**•****	****Human Services Forum and Town Meetings**
**	****-****	****Nature and extent of substance abuse**
**	****-****	****Risk and Protective Factor Theory, 7-step ****	****process**
**	****-****	****Neighbor community presentation**

## Step 2: Community Assessment - A Sample Community

**•****	****Archival data on risk factor indicators**
**•****	****Recent student survey data**
**•****	****Focus on group data**

## Step 3: Prioritize Data -A Sample Community

**•****	****Priority Risk Factors:**
**Family management problems**
**Alienation and rebelliousness**
**Friends who engage in the problem behavior**

**•****	****Priority Protective Factors:**
**Strong family bonding**
**Strong religiosity**
**Weak bonding to community**

## Step 4: Resource Assessment  -A Sample Community

**	****Priority Risk Factor: Family Management Problems**
**•****	****Prenatal and family therapy resources**
**•****	****Headstart, public/private preschools**
**•****	****Parent training**
**	****-Universal and selective, ages 0-3 and 10-14**
**	****Resource gap: Universal parent training, parents of children ages 4-10**

## Step 5: Focus Efforts  -A Sample Community

**•****	****Focus efforts on implementing new universal type education and training programs for parents of elementary school aged children**

## Step 6: Select Model Programs and Best Practices - A Sample Community

**•****	****CSAP website search Best Practices, Model Programs and Promising Programs**
**	****-Seattle Social Development Program**
**	****	****• ****How to help Your Child Succeed in ****	****  School**
**	****	****• ****Catch Them Being Good**
**	****-Strengthening Families Program**

## Step 7: Evaluation - A Sample Community

**•****	****Design Logic Models for**
**	****-How to Help Your Child Succeed in School**
**	****-Catch Them Being Good**
**	****-Strengthening Families Program**

## •	Which steps do you think are the ones most often neglected?
•	Why do you think they are neglected?
•	What are some ways we can make it easier for coordinators to take those steps?
•	What are some things you can do to assure that the process is followed in your own situations?

**•****	****Which steps do you think are the ones most often neglected?**
**•****	****Why do you think they are neglected?**
**•****	****What are some ways we can make it easier for coordinators to take those steps?**
**•****	****What are some things you can do to assure that the process is followed in your own situations?**

## Program Planning

**Why Program Planning?**
**Planning allows us to create an objective profile of our community, identify how to target resources and efforts, and implement more effective strategies**

## Questions and Discussion