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Section 10. Strategic Prevention Framework >
Strategic Prevention Framework |
Tools & Checklists | Contributed by Phil Rabinowitz Edited by Jerry Schultz |
Checklist
Here you will find a checklist summarizing the important points of the section.
What is the Strategic Prevention Framework?
__ The Strategic Prevention Framework (SPF) outlines a process that an organization, initiative, community, or state can follow in order to prevent and reduce the use and abuse of alcohol, tobacco, and drugs.
__ SPF concentrates on eliminating risk factors and strengthening protective factors.
__ Risk factors are those elements within an individual or her environment that make her more susceptible to particular negative behaviors or conditions.
__ Protective factors are the opposite – those elements within an individual or his environment that make him less susceptible to those negative behaviors or conditions.
__ SPF has five phases:
- Assessment
- Capacity
- Planning
- Implementation
- Evaluation
Why use the Strategic Prevention Framework?
__ SPF is inclusive and participatory.
__ SPF emphasizes the role of the community in prevention.
__ SPF is open-ended, and encourages communities to find their own solutions.
__ SPF aims to create long-term social change by focusing on risk and protective factors that can be influenced by short- or medium-term prevention efforts.
__ SPF provides communities with proven, evidence-based models to choose from.
__ SPF provides technical assistance and links to other practitioners and programs.
__ SPF’s focus on risk and protective factors can improve the long-term well-being of the community.
Possible Disadvantages to Using SPF
__ Limited resources.
__ Insistence on the faithful implementation of evidence-based programs.
__ Administrative load.
When should you use the Strategic Prevention Framework?
__ Before there’s a serious problem.
__ When resources are available.
__ When a community problem has entered the public consciousness, but before it has reached crisis stage.
__ When a community problem has reached the crisis stage.
__ When there’s public focus on an at-risk population, particularly youth.
__ When there’s a community economic development effort underway and people are looking at the community’s quality of life.
__ When a grassroots movement for community improvement has arisen, and is looking for a way to address community issues.
Who should use the Strategic Prevention Framework?
__ Members of the population(s) most at risk.
__ Medical professionals, particularly those who work directly with at-risk populations.
__ Human service workers.
__ Alcohol- and drug-treatment professionals, as well as researchers in the field.
__ Law enforcement officials.
__ Educators.
__ Elected and appointed public officials and policy makers at the appropriate level.
__ Parents.
__ Youth.
__ Elders.
__ The business community.
__ Interested community members.
How do you use the Strategic Prevention Framework?
Phase 1: Assessment
__ Form an epidemiological workgroup.
__ Assess community needs and assets.
__ Assess community readiness.
__ Determine the most pressing need that a prevention effort can influence.
Phase 2: Capacity.
__ Start with your core group.
__ Choose or develop a logic model or theory of practice to guide your effort.
__ Use what you know about the community’s level of readiness to publicize the issue and encourage participation.
__ Expand the network of community members interested in preventing substance abuse.
Phase 3: Planning.
__ Assemble a planning team.
__ Train the planning team.
__ Analyze local risk and protective factors.
__ Choose the factors you’ll concentrate on.
__ Research and choose an evidence-based approach that can be used with the risk and protective factors you’ve settled on.
__ Create an overall plan for the effort.
__ Present the plan to the community and gather support.
Phase 4: Implementation.
__ Hire staff and/or recruit volunteers.
__ Stick to your plan for the implementation process.
__ Continue to pay attention to resources.
__ Keep the community informed.
Phase 5: Evaluation.
__ Evaluate the process.
__ Evaluate the impact of the program.
__ Evaluate the outcomes.
__ Use the evaluation results to adjust the program to be more effective.
__ Keep at it indefinitely.
Tool #1: Supports for the Strategic Prevention Framework
Assessment
Toolkit 2: Assessing Community Needs and Resources
Toolkit 3: Analyzing Problems and Goals
Chapter 3: Assessing Community Needs and Resources
Chapter 17, Section 1: An Introduction to the Problem Solving Process
Chapter 17, Section 2: Thinking Critically
Chapter 17, Section 3: Defining and Analyzing the Problem
Chapter 17, Section 4: Analyzing Root Causes of the Problem: The “But why?” Technique
Chapter 37, Section 1: Information Gathering and Synthesis
Capacity Building
Toolkit 1: Creating and Maintaining Coalitions and Partnerships
Toolkit 6: Building Leadership
Toolkit 8: Increasing Participation and Membership
Toolkit 15: Improving Organizational Management and Development
Chapter 1, Section 3: Our Model of Practice: Building Capacity for Community and System Change
Chapter 1, Section 10: Using Internet-Based Tools to Promote Community Health and Development
Chapter 4: Getting Issues on the Public Agenda, especially:
Section 2: Developing a Plan for Getting Community Health and Development Issues on the Local Agenda
Section 3: Gaining Public Support for Addressing Community Health and Development Issues
Section 4: Talking About Risk and Protective Factors Related to Community Issues
Chapter 5, Section 5: Coalition Building I: Starting a Coalition
Chapter 5, Section 6: Coalition Building II: Maintaining a Coalition
Chapter 6: Promoting Interest in Community Issues
Chapter 7: Encouraging Involvement in Community Work, especially:
Section 1: Developing a Plan for Increasing Participation in Community Action
Section 2: Promoting Participation Among Diverse Groups
Section 6: Involving Key Influentials in the Initiative
Section 7: Involving People Most Affected by the Problem
Chapter 9: Developing an Organizational Structure for the Initiative
Chapter 10: Hiring and Training Key Staff of Community Organizations
Chapter 11: Recruiting and Training Volunteers
Chapter 12: Providing Training and Technical Assistance
Chapter 13: Orienting Ideas in Leadership, especially:
Section 1: Developing a Plan for Building Leadership
Section 4: Styles of Leadership
Section 5: Developing a Community Leadership Corps: A Model for Service Learning
Section 11: Collaborative Leadership
Chapter 14: Core Functions in Leadership
Chapter 15: Becoming an Effective Manager
Chapter 16: Group Facilitation and Problem Solving
Chapter 27: Cultural Competence in a Multicultural World, especially:
Section 2: Building Relationships with People from Different Cultures
Section 6: Creating Opportunities for Members of Groups to Identify Their Similarities, Differences, and Assets
Section 10: Understanding Culture, Social Organization, and Leadership to Enhance Engagement
Section 11: Building Inclusive Communities
Planning/Implementation
Toolkit 4: Developing a Framework or Model of Change
Toolkit 5: Developing Strategic and Action Plans
Toolkit 7: Developing an Intervention
Toolkit 8: Increasing Participation and Membership
Toolkit 10: Advocating for Change
Chapter 2, Section 1: Developing a Logic Model or Theory of Change
Chapter 8: Developing a Strategic Plan
Chapter 17, Section 6: Generating and Choosing Solutions
Chapter 17, Section 7: Putting Your Solution into Practice
Chapter 18: Deciding Where to Start
Chapter 19: Choosing and Adapting Community Interventions, especially:
Section 1: Criteria for Choosing Promising Practices and Community Interventions
Section 2: Understanding Risk and Protective Factors: Their Use in Selecting Potential Targets and Promising Strategies for Interventions
Section 3: Identifying Strategies and Tactics for Reducing Risks
Section 4: Adapting Community Interventions for Different Cultures and Communities
Chapter 20: Providing Information and Enhancing Skills, especially:
Section 8: Helping Parents Practice Prevention with Their Children and Teens
Section 9: Establishing Youth Organizations
Chapter 21: Enhancing Support, Incentives, and Resources, especially:
Chapter 22: Youth Mentoring Programs
Chapter 23: Modifying Access, Barriers, and Opportunities, especially:
Chapter 24: Improving Services, especially:
Section 1: Overview of Tactics for Improving Services
Section 8: Establishing a Peer Education Program
Chapter 25: Changing Policies, especially:
Section 1: Changing Policies: An Overview
Section 3: Using Tax Incentives for Support Community Health and Development
Section 4: Supporting Local Ordinances to Modify Access to Unhealthy Products and Practices
Chapter 27, Section 7: Building Culturally Competent Organizations
Chapter 33: Conducting a Direct Action Campaign
Chapter 34: Media Advocacy
Chapter 35: Responding to Counterattacks
Evaluation
Toolkit 12: Evaluating the Initiative
Chapter 1, Section 5: Our Evaluation Model: Evaluating Comprehensive Community Initiatives
Chapter 1, Section 11: Participatory Evaluation
Chapter 36: Introduction to Evaluation
Chapter 37: Some Operations in Evaluating Community Intervention
Chapter 38: Some Methods for Evaluating Comprehensive Community Initiatives
Chapter 39: Using Evaluation to Understand and Improve the Initiative
Chapter 40: Maintaining Quality Performance
Chapter 41: Rewarding Accomplishments
Sustainability and Cultural Competence
Toolkit 7: Developing an Intervention
Toolkit 9: Enhancing Cultural Competence
Toolkit 16: Sustaining the Work or Initiative
Chapter 7, Section 2: Promoting Participation Among Diverse Groups
Chapter 19, Section 4: Adapting Community Interventions for Different Cultures and Communities
Chapter 27: Cultural Competence in a Multicultural World
Chapter 45: Social Marketing of Successful Components of the Initiative
Chapter 46: Planning for Long-Term Institutionalization
Tool #2: CSAP’s Principles of Substance Abuse Prevention
The principles are divided into six domains: Individual, Family, Peer, School, Community, and Society/Environmental.
Individual Domain
1. Build social and personal skills.
2. Design culturally-sensitive interventions.
3. Cite immediate consequences.
4. Combine information dissemination and media campaigns with other interventions.
5. Provide positive alternatives to help youth in high-risk environments develop personal and social skills in a natural and effective way.
6. Recognize that relationships exist between substance use and a variety of other adolescent health problems.
7. Incorporate problem identification and referral into prevention programs.
8. Provide transportation to prevention programs.
Family Domain
1. Target the entire family.
2. Help develop bonds among parents in programs; provide meals, transportation, and small gifts; sponsor family outings; and ensure cultural sensitivity.
3. Help minority families respond to cultural and racial issues.
4. Develop parenting skills.
5. Emphasize family bonding.
6. Offer sessions where parents and youth learn and practice skills.
7. Train parents to both listen and interact.
8. Train parents to use positive and consistent discipline techniques.
9. Promote new skills in family communication through interactive techniques.
10. Employ strategies to overcome parental resistance to family-based programs.
11. Improve parenting skills and child behavior with intensive support.
12. Improve family functioning through family therapy when indicated.
13. Explore alternative community sponsors and sites for schools.
14. Videotape training and education.
Peer Domain
1. Structure alternative activities and supervise alternative events.
2. Incorporate social and personal skills-building opportunities.
3. Design intensive alternative programs that include a variety of approaches and substantial time commitment.
4. Communicate peer norms against use of alcohol and illicit drugs.
5. Involve youth in the development of alternative programs.
6. Involve youth in peer-led interventions or interventions with peer-led components.
7. Counter the effects of deviant norms and behaviors by creating an environment for youth with behavior problems to interact with other nonproblematic youth.
School Domain
1. Avoid relying solely on knowledge-oriented interventions designed to supply information about negative consequences.
2. Correct misconceptions about the prevalence of use in conjunction with other education approaches.
3. Involve youth in peer-led interventions or interventions with peer-led components.
4. Give students opportunities to practice newly acquired skills through interactive approaches.
5. Help youth retain skills through booster sessions.
6. Involve parents in school-based approaches.
7. Communicate a commitment to substance abuse prevention in school policies.
Community Domain
1. Develop integrated, comprehensive prevention strategies rather than one-time community-based events.
2. Control the environment around schools and other areas where youth gather.
3. Provide structured time with adults through mentoring.
4. Increase positive attitudes through community service.
5. Achieve greater results with highly involved mentors.
6. Emphasize the costs to employers of workers’ substance use and abuse.
7. Communicate a clear company policy on substance abuse.
8. Include representatives from every organization that plays a role in fulfilling coalition objectives.
9. Retain active coalition members by providing meaningful rewards.
10. Define specific goals and assign specific responsibility for their achievement to subcommittees and task forces.
11. Ensure planning and clear understanding for coalition effectiveness.
12. Set outcome-based objectives.
13. Support a large number of prevention activities.
14. Organize at the neighborhood level.
15. Assess progress from an outcome-based perspective and make adjustments to the plan of action to meet goals.
16. Involve paid coalition staff as resource providers and facilitators rather than as direct community organizers.
Society/Environmental Domain
1. Develop community awareness and media efforts.
2. Use mass media appropriately.
3. Provide structured time with adults through mentoring.
4. Avoid the use of authority figures.
5. Broadcast messages frequently over an extended period of time.
6. Broadcast messages through multiple channels when the target audience is likely to be viewing or listening.
7. Disseminate information about the hazards of a product or industry that promotes it.
8. Promote replacement of more conspicuous labels.
9. Promote restrictions on tobacco use in public places and private workplaces.
10. Promote clean indoor air laws.
11. Combine beverage server training with law enforcement.
12. Combine beverage servers’ legal liability.
13. Increase the price of alcohol and tobacco through excise taxes.
14. Increase minimum purchase age for alcohol to 21.
15. Limit the location and density of retail alcohol outlets.
16. Employ neighborhood antidrug strategies.
17. Enforce minimum purchase age laws using undercover buying operations.
18. Use community groups to provide positive and negative feedback to merchants.
19. Employ more frequent enforcement operations.
20. Implement “use and lose” laws.
21. Enact deterrence laws and policies for impaired driving.
22. Enforce impaired-driving laws.
23. Combine sobriety checkpoints with positive passive breath sensors.
24. Revoke licenses for impaired driving.
25. Immobilize or impound the vehicles of those convicted of impaired driving.
26. Target underage drivers.