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PREVENTIONCOORDINATOR

GUIDEBOOK

ACKNOWLEDGEMENTS

This guidebook was originally developed and issued to Education Coordinators in 1994 to serve as a “how to” manual for fulfilling the role and responsibility of providing substance abuse prevention, education and training services within the Army Drug and Alcohol Prevention and Control Program on the local Army installation. This updated guidebook reflects innovations and changes within the field of substance abuse prevention and within the Army community, specifically outlined in the AR 600-85 DRAFT.

The Army Center For Substance Abuse Programs (ACSAP) appreciates the Army Drug Control Officers (ADCOs), Employee Assistance Program Coordinators (EAPs) and Education Coordinators whose original ideas and input contributed to the completion of this project. The AR600-65 DRAFT changes the name of the Army Alcohol and Drug Abuse Prevention and Control Program (ADAPCP) to the Army Substance Abuse Program (ASAP). It also changes the name of the Education Coordinator to the Prevention Coordinator (PC). Please note that these changes will be reflected in this guidebook.

For detailed directories and updated events, please visit the ACSAP websites:

http://www.acsap.org (public site)OR

http://www.acsap-army.org/ (private site requiring ACSAP-issued password, to get a password go to http://www.acsap.org/newuser.htm)

OR contact ACSAP:

ACSAP4501 Ford Ave., Suite 320

Alexandria, Virginia 22302-1460 Defense Systems Network (DSN): 761-5557 Commercial (COM): 703-681-5557

Facsimile (FAX): 703-681-6575

http://www.acsap.org/newuser.htm

http://www.acsap-army.org/

http://www.acsap.org/

TABLE OF CONTENTS

1 INTRODUCTION...............................................................................................2

INTRODUCTION................................................................................................2PC PROFESSIONAL JOB TASK LIST...............................................................3VISION...............................................................................................................7PC MISSION......................................................................................................7ASAP MISSION..................................................................................................9ASAP PRINCIPLES...........................................................................................9

2 PROFESSIONAL DEVELOPMENT................................................................11CORE ASPECTS.............................................................................................12CONTINUING EDUCATION.............................................................................14RESOURCES...................................................................................................17PROFESSIONAL LITERATURE......................................................................17CERTIFICATION..............................................................................................18CODE OF ETHICS FOR PREVENTION PROFESSIONALS...........................................18SELF-CARE.....................................................................................................21SELF-CARE.....................................................................................................21

3 PREVENTION AND CULTURE......................................................................22ENHANCING CULTURAL CONSCIOUSNESS...............................................23ETHNIC DIVERSITY AND THE DYNAMIC OF DIFFERENCES......................23ETHNIC AND CULTURAL BUILDING BLOCKS..............................................23ASPECTS OF A CULTURALLY COMPETENT PREVENTION SYSTEM.......24CONSIDERATION OF OTHERS PROGRAM..................................................24ARMY LEADERSHIP AND VALUES................................................................25

4 NEEDS ASSESSMENT..................................................................................30SITUATIONAL ANALYSIS...............................................................................31WHAT IS RISK REDUCTION?.........................................................................31THE PC’S ROLE IN RISK REDUCTION..........................................................32WHAT IS AN URI?...........................................................................................32INSTALLATION PREVENTION TEAM TRAINING...........................................33CENTER FOR SUBSTANCE ABUSE PREVENTION DECISION SUPPORT SYSTEM........34

5 PROGRAM PLANNING..................................................................................36PROGRAM DESIGN........................................................................................37NEEDS ASSESSMENT....................................................................................37GOALS AND OBJECTIVES.............................................................................37LESSON PLANS..............................................................................................39CAMPAIGN PLANNING...................................................................................39RECORD KEEPING AND EVALUATION.........................................................39PROGRAM PLANNING APPENDIX................................................................41

6 NETWORKING...............................................................................................45COMMUNITY INVOLVEMENT.........................................................................46

I

TABLE OF CONTENTS

SUGGESTIONS FOR COMMUNITY PROJECTS...........................................47OTHER PROFESSIONALS..............................................................................49

7 MILITARY TRAINING.....................................................................................51COMMANDER TRAINING...............................................................................53SUPERVISOR TRAINING FOR NCOS AND OFFICERS.................................56UNIT PREVENTION LEADER TRAINING.......................................................57ANNUAL UNIT TRAINING...............................................................................57NEWCOMERS BRIEFINGS.............................................................................58

8 CIVILIAN TRAINING.......................................................................................59OVERVIEW OF CIVILIAN TRAINING..............................................................60SUBSTANCE ABUSE PREVENTION EDUCATION AND AWARENESS TRAINING........................................................................................................61WORKLIFE, WELLNESS, AND HEALTH PROMOTION AWARENESS TRAINING........................................................................................................62SUPERVISOR AND EMPLOYEE TRAINING..................................................62ALCOHOL SERVERS INTERVENTION PROGRAM (ASIP)...........................65TRAINING OTHER ORGANIZATIONS............................................................65YOUTH ACTIVITIES........................................................................................66UNIONS...........................................................................................................66STAFF EDUCATION........................................................................................66FAMILY-WORKPLACE PROGRAMS..............................................................66

9 CAMPAIGNS..................................................................................................68MARKETING INCREASES AWARENESS......................................................69MARKETING STRATEGIES............................................................................69MARKETING CHALLENGES...........................................................................71SOCIAL MARKETING......................................................................................72THE 4 P’S: ELEMENT OF A MARKETING PROGRAM...................................73THE NEW FIVE P’S OF MARKETING.............................................................74TARGET AUDIENCE VS. AFFECTED POPULATION.....................................76CHARACTERISTICS OF EFFECTIVE MESSAGES........................................76SELECTING CHANNELS.................................................................................77DRUNK & DRUGGED DRIVING CAMPAIGN (3D MONTH CAMPAIGN).............81FIRST NIGHT...................................................................................................83DRUG AND ALCOHOL AWARENESS WEEK.................................................84ALCOHOL AND DRUG FREE GRADUATION PARTIES................................86SUMMER SENSE............................................................................................87RED RIBBON CAMPAIGN...............................................................................88

10 RECORD KEEPING......................................................................................99INTRODUCTION............................................................................................100SATISFYING "THEM"....................................................................................100SATISFYING YOU.........................................................................................102

II

TABLE OF CONTENTS

11 EVALUATION..............................................................................................106INTRODUCTION............................................................................................107WHAT IS EVALUATION?...............................................................................107WHAT IS A LOGIC MODEL?.........................................................................108GENERAL CONSIDERATIONS.....................................................................112CENTER FOR SUBSTANCE ABUSE PREVENTION....................................113DECISION SUPPORT SYSTEM....................................................................113

ADDITIONAL RESOURCES.............................................................................114ACSAP INTERNET RESOURCE LIST..........................................................115POSTER INFORMATION...............................................................................117ACRONYMS/ABBREVIATIONS GLOSSARY................................................120

III

1 INTRODUCTION

In times of change, the learners willinherit the earth, while the learned willfind themselves beautifully equipped to

live in a world that no longer exists.

INTRODUCTION Page 2

INTRODUCTION

This guidebook has been prepared as a tool for all Prevention Coordinators (PCs), whether on the job for ten days or ten years. Throughout the history of the Army Substance Abuse Program (ASAP), there have been a variety of materials available to assist the PC in performing the duties of this position. We hope this publication will continue to serve as a valuable resource for you.

The Draft AR 600-85 provides guidance and cites the responsibilities of the PC. The regulation states that the PC will:

Promote ASAP services using marketing, networking, and consulting strategies.

Ensure all military and civilian personnel are provided prevention education services (i.e., a minimum of 4 hours annually for military personnel and 3 hours for civilian employees). Department Of Transportation (DOT) -designated civilian positions and other high-risk civilian positions should receive more intensive training pertaining to their jobs.

Train Combat Stress Control Medical Units and division and brigade mental health sections to provide substance abuse prevention and education, and risk reduction training during deployment.

Maintain liaison and coordination with the installation-training officer to assist in integrating the preventive education and training efforts into the overall installation-training program.

Design, develop, and administer target group-oriented alcohol and other drug prevention education and training programs in coordination with the ASAP staff and other installation prevention professionals.

Maintain liaison with schools serving military family members, civic organizations, civilian agencies, and military organizations to integrate the efforts of all community preventive education resources.

Oversee the Unit Prevention Leader (UPL) training program.

Maintain lists of available continuing education and training courses and workshops provided by ACSAP, Major Commands (MACOMs), and appropriate civilian agencies for ASAP non-clinical staff and coordinate allocations for military and civilian training courses through the MACOM.

Address military community risks levels and work toward reducing the risk factors.

INTRODUCTION Page 3

The attached task list for Prevention Coordinators can be used to develop a new position description, or upgrade an old one. The list is also helpful in performing a self-assessment of the required knowledge and skills needed to stay current as a Prevention Coordinator.

PC PROFESSIONAL JOB TASK LIST

Task 1. Identify community stakeholders through various means for the purpose of involving stakeholders in the development of community task forces or coalitions.

Knowledge:

1. Knowledge of political structures.2. Knowledge of survey instruments.3. Knowledge of community institutions.4. Knowledge of strategies for identification.5. Knowledge of cultural dynamics.6. Knowledge of exiting prevention resources.7. Knowledge of informal/formal power systems.8. Knowledge of demographics.9. Knowledge of sources for community statistics.

Skills:

1. Skill in research.2. Skill in communication and active listening.3. Skill in assertiveness.4. Skill in interviewing.5. Skill in presentation.6. Skill in persuasiveness.7. Skill in cultural proficiency.8. Skill in facilitation.9. Skill in organization.10.Skill in observation.

Task 2. Assist consumers in identifying specific issues through

surveys, focus groups, and key informant interviews for clarifying community vision.

Knowledge:

1. Knowledge of methods of collection, organization, and analysis of surveys.

2. Knowledge of consensus building.3. Knowledge of conflict resolution.

INTRODUCTION Page 4

4. Knowledge of group dynamics.5. Knowledge of culture diversity.

Skills:

1. Skill in designing, identifying, and evaluating survey instruments.2. Skill in utilizing survey results.3. Skill in effective communication.4. Skill in facilitation.5. Skill in synthesizing information.6. Skill in organization.7. Skill in flexibility.8. Skill in cultural dynamics.9. Skill in record keeping.

Track 3. Consult with members of the community in conducting a self-assessment of its capacities by using current methodology in order to identify strengths and resources.

Knowledge:

1. Knowledge of capacity methodology instruments.2. Knowledge of assessment methodology.3. Knowledge of statistical terminology.4. Knowledge of communication skills.5. Knowledge of record-keeping systems.6. Knowledge of force field analysis.7. Knowledge of cultural dynamics.

Skills:

1. Skill in identifying and designing assessment tools.2. Skill in utilizing and transferring results of assessment.3. Skill in facilitation.

Skill in interviewing.4. Skill in written and oral communication.5. Skill in accurate record keeping.6. Skill in time management.7. Skill in creating visual aids.8. Skill in motivation and persuasion.

Task 4. Establish a community network by facilitating regular communications, sharing resources, and linking key leaders for the purpose of initiating and sustaining collaborative efforts.

INTRODUCTION Page 5

Knowledge:

1. Knowledge of information resources including electronic communication systems.

2. Knowledge of facilitation techniques and theories.3. Knowledge of inter-agency organizational patterns, services, and

relationships.4. Knowledge of networking, coordination, and collaboration.5. Knowledge of systems theory.6. Knowledge of funding sources.7. Knowledge of cultural diversity.

Skills:

1. Skill in identifying appropriate resources.2. Skill in linking resource and needs.3. Skill in maintaining communication flow.4. Skill in identifying funding sources.5. Skill in creating, maintaining, and participating in task-oriented

groups.6. Skill in communication.7. Skill in time management.8. Skill in facilitation.9. Skill in conflict resolution.10.Skill in cultural dynamics.

Task 5. Construct a comprehensive prevention plan with community members by mobilizing the community using group processes for the purpose of attaining their identified mission and vision.

Knowledge:

1. Knowledge of strategic planning.2. Knowledge of assessment.3. Knowledge of available resources.4. Knowledge of group process.5. Knowledge of time management.6. Knowledge of networking.7. Knowledge of coordination and collaboration.8. Knowledge of components of comprehensive Prevention

Programs.9. Knowledge of local, state, and federal plans.10.Knowledge of cultural diversity.

Skills:

INTRODUCTION Page 6

1. Skill in facilitation.2. Skill in communication.3. Skill in identifying available resources.4. Skill in organization.5. Skill in consensus building and conflict management.6. Skill in active listening.7. Skill in group process.8. Skill in time management.9. Skill in interpretation.10.Skill in theory and application.11.Skill in interpretation of assessment data.12.Skill in assessing cultural differences.

Task 6: Increase community involvement and ownership by conducting outreach efforts in order to recruit community residents who have not previously been involved in planning efforts.

Knowledge:

1. Knowledge of informational sources.2. Knowledge of recruitment techniques and theories.3. Knowledge of local resources.4. Knowledge of linkage techniques.5. Knowledge of cultural differences.6. Knowledge of similar prevention programs.

Skills:

1. Skill in identifying appropriate resources.2. Skill in linking resources and needs.3. Skill in communication.4. Skill in facilitation.5. Skill in assessing cultural dynamics.6. Skill in time management.

Task 7: Facilitate the development of local leadership by identifying emerging leaders through observation and local referrals and by providing training and mentorship in order to strengthen commitments and capacities of indigenous leaders.

Knowledge:

1. Knowledge of training opportunities.2. Knowledge of human behavior.3. Knowledge of learning styles.

INTRODUCTION Page 7

4. Knowledge of leadership styles.5. Knowledge of networking and coordination.6. Knowledge of mentoring.7. Knowledge of information dissemination.8. Knowledge of cultural diversity.9. Knowledge of current factual ATOD information.

Skills:

1. Skill in facilitation.2. Skill in communication.3. Skill in persuasion.4. Skill in coaching and motivating.5. Skill in networking6. Skill in cultural dynamics.7. Skill in empowering methods.8. Skill in presenting and teaching.

As times and knowledge change, so must resources. It is important for PCs to stay current on the availability of the newest resources and materials. For this Guidebook to be most useful, it is necessary for all PCs to provide ideas for additions and improvements on an ongoing basis. ACSAP’s desire is to continue to make this a "living” document that stays current with the needs of the field. The intention is to make this guidebook useful and practical. Newer PCs may find it helpful "cover to cover", while established PCs simply may find a new reference or two to enhance their work. Use it as you see fit.

VISION

The current vision for the Army is for the ASAP to deliver prevention services to the total Army community. Alcohol and other drug abuse prevention include all measures taken to deter and reduce the abuse or misuse of alcohol and other drugs to the lowest possible level. Prevention for readiness involves the commitment of command resources, policies, installation organizations, and community members to create and foster conditions that promote mission readiness and enhance the well being of the Army.

PC MISSION

The PC’s basic mission includes assisting command in the development of clear directions to promote the well being through substance abuse prevention of the "total community" and its members. In doing this, it is helpful to consider the following:

Identify and define communities (military and civilian). Geographic boundaries are only one factor in identifying communities. Even down to the company

INTRODUCTION Page 8

level, units can be thought of as "mini-communities." It is also important to recognize spiritual, cultural, and ethnic communities. On an installation, the single soldier and civilian work force are two examples of community.

Encourage the development of your community’s vision: “What would our ideal community look like?” Typically, vision statements come from the heart and focus on what the "ideal community" would be like. For example: "We believe this community should be a place where people believe it is important to accept each other regardless of individual differences. This community should support people of all ranks and ages in enjoying safe, healthy, happy, and productive lives." This example is just a simple statement; others may be very detailed and lengthy.

Identify and network with local resources. Regional prevention centers, community mental health centers, law- enforcement agencies, and school-based prevention specialists are a few examples of resources that exist on and off the installation. Commanders, Unit Prevention Leaders (UPLs), and other leaders are also important resources.

Recognize community norms, both formal and informal. Laws, regulations, and policies are important to know; however, it is equally important to know

the norms that exist throughout the total community. For example, the national legal drinking age is 21 years old, but some communities tolerate underage drinking in certain situations. It is important to know these norms when planning prevention strategies. Visit with commanders, soldiers, leaders, barracks and housing residents, neighborhood representatives, and others to learn more about the local attitudes.

Evaluate the "risk level" in the community and assist in working toward reducing the risk factors. There are certain factors that may exist in families, schools, neighborhoods, and communities, as well as in individuals, that can increase the potential for alcohol, tobacco, and other drug abuse. Some of these factors include: high stress levels, early-diagnosed conduct problems, alienation and rebelliousness (individual), lack of clear behavioral expectations, inconsistent or excessively severe discipline, lack of supervision (families), lack of clear enforced policy about the use of alcohol, tobacco, and other drugs, and community norms/laws that facilitate use of tobacco, alcohol, and other drugs (communities).

Continue education on the impact of substance abuse on other community concerns. Alcohol and other drug abuse often impacts crime, acts of violence, teenage problems, family problems, safety concerns, suicide, and other issues in the community. It is helpful to include this information when providing education and awareness sessions throughout the community.

INTRODUCTION Page 9

ASAP MISSION

The ASAP's mission is to strengthen the overall fitness and effectiveness of the Army's total workforce and to enhance the combat readiness of its soldiers. The following are the objectives of the ASAP:

1. Increase individual fitness and overall unit readiness.

2. Provide services that are adequate and responsive to the needs of the total workforce and emphasize alcohol and other drug abuse deterrence, prevention, education, and treatment.

3. Implement alcohol and other drug risk reduction and prevention strategies that respond to potential problems before they jeopardize readiness, productivity, and careers.

4. Restore to duty those substance-impaired soldiers who have the potential for continued military service.

5. Provide effective alcohol and other drug abuse prevention and education at all levels of command, and provide the opportunity for the recognition of alcohol and drug-free leisure activities.

Ensure all military and civilian personnel assigned to ASAP staffs are appropriately trained and experienced to accomplish their mission.

6. Achieve maximum productivity and reduce absenteeism and attrition among DA civilian employees by reducing the effects of the abuse of alcohol and other drugs.

7. Improve readiness by extending services to the total Army.

8. Ensure quality customer service.

ASAP PRINCIPLES

The ASAP is a command program, which emphasizes readiness and personal responsibility. The ultimate decision regarding separation or retention of abusers is the responsibility of the soldier's commander. The command role in the prevention, biochemical testing, early identification of problems, rehabilitation, and administrative or judicial actions is essential.

INTRODUCTION Page 10

THE ARMY MAINTAINS THE FOLLOWING PRINCIPLES:

Abuse of alcohol or the use of illicit drugs by both military and civilian personnel is inconsistent with Army values and the standards of performance, discipline, and readiness necessary to accomplish the Army’s mission.

Unit commanders must intervene early and refer all soldiers suspected or identified as alcohol and/or drug abusers to the ASAP. The unit commander should recommend enrollment based on the soldier’s potential for continued military service in terms of professional skills, behavior, and potential for advancement.

GETTING STARTED

1. Identify/know/establish a solid working relationship with your professional support system within the total community, including the Alcohol and Drug Control Officer, health promotion activity, Employee Assistance Program Coordinator, Clinical Director, Training Officers, law enforcement, substance abuse agencies, chaplains/ministers, state/regional prevention centers, etc. Chapter 6, Networking, contains information helpful in establishing meaningful working relationships within the total community.

2. Learn about your total community. You might do a needs assessment or review one that has been done. Talk with other resources, learn what the formal and informal norms and policies are, and find out about specific risk and protective factors that exist. For suggestions and detailed guidance, refer to Chapter 4, Needs Assessment, and Chapter 5, Program Planning.

3. Educate (based on information gathered) and assist leaders in developing

and implementing a Total Community Comprehensive Prevention Plan. Chapters 7 and 8, Military Training and Civilian Training provide detailed information helpful in developing and implementing appropriate training.

Use this practical guide. Take what you need; skip over what you don’t. This is a “living document;” feed it, nurture it, and make it grow.


2 PROFESSIONAL DEVELOPMENT


Success is more attitude than aptitude.

PROFESSIONAL DEVELOPMENT Page 13

CORE ASPECTS

Substance abuse prevention is the promotion of a health-oriented society measured in part by the reduction and/or elimination of substance use, misuse, and abuse. Substance abuse prevention requires a focus on societal conditions, as well as the individual. PCs must work effectively with the individual, family, command, and the community at large. Prevention must address issues of policy and community development, as well as life-skills training, awareness promotion, and early intervention strategies. Substance abuse can be prevented, but it requires a sophisticated and comprehensive approach. This understanding demands a competent mix of skills from the PC as a prevention practitioner.

Certain core skills and knowledge are essential to effective prevention work. The PC’s service to the community includes his or her assistance in:

Developing health-oriented habits

Encouraging the abuser who is in denial to seek help

Eliminating the illicit use, misuse, and abuse of alcohol and other drugs in the community

It is recognized that the required core knowledge and skills can be acquired in any number of settings. What is essential is the acquisition of these competencies, not the context of that acquisition. Areas of knowledge and skill for the professional development of the PC:

1. PREVENTION

a. Approachesb. Philosophiesc. Methodsd. Objectives

2. SIGNS AND SYMPTOMS OF CHEMICAL DEPENDENCYa. Categories of Mood-Altering Drugs Including Alcoholb. Psychological and Physiological Effectsc. Continuum of Use and its Effects Upon Individuals and Family Systemsd. Continuum of Care Including Preventione. Special Populations

PROGRAM MODELSa. Unit-Based

(1) Curricula Development(2) Intervention Skills(3) Policy Development(4) Peer Programming


b. Community-Based(1) Organizational Development(2) Community Development

c. Human Services Programmingd. Media Campaignse. Educating Professionals

4. BASIC SKILLSa. Presentation Skills

(1) Preparation(2) Audio/Visual Equipment Mastery(3) Public Speaking(4) Feedback Management

b. Community Skills(1) Active Listening(2) Basic Counseling(3) Group Counseling(4) Writing Skills

5. PROJECT DESIGN

a. Data Gatheringb. Needs Assessmentc. Goals/Objectivesd. Time Framese. Delegation of Responsibility and Implementationf. Evaluation and Feedbackg. Cost h. Role of Mediai. Systems Interfacing

6. SERVICE PROVIDERS

a. Private and Publicb. Federal/State Organizationsc. Funding Sources

7. ADMINISTRATION

a. Fundingb. Marketing/Public Relationsc. Supervision and Evaluationd. Community Developmente. Reading/Interpretation Budget Reports

8. HUMAN BEHAVIOR


a. At-Risk Behaviorsb. Lifestyle Developmentc. Learning Stylesd. Human Interactione. Relationships between Behavior and Cultural Influences

9. PERSONALGROWTH ISSUES

a. Stress Managementb. Self-Evaluationc. Nutritiond. Spiritual Development

Human life will never be understood unless its highest aspirations are taken into account. Growth, self-actualization, the striving towards health, the quest for identity and autonomy, the yearning for excellence (and other ways of phrasing the striving upward) must be accepted beyond question as a widespread and perhaps universal human tendency (Maslow, 1970). PC’s are no different as we strive for self-improvement and mastery of the many skills required in the fast-changing arena of alcohol and drug education and prevention. Published research in the field is doubling every three years. This alone presents many challenges for staying abreast of the field.

CONTINUING EDUCATION

By remaining current in the prevention field, PCs can best meet the diverse requirements of the position they hold. Both military and civilian programs offer training courses that will enhance the PC’s professional development. For example:

The Civilian Personnel Office Training and Development Branch provides many courses available both on and off site.

The Office of Personnel Management offers training courses at four regional locations in the United States (Effective 12/13/99):

Washington D.C. OfficeU.S. Office of Personnel Management

Training & Management Assistance Division1900 E. Street NW, Room 1453Washington, D.C. 20415-2100

Telephone: (202) 606-5256 Fax: (202) 606-5230


Atlanta OfficeU.S. Office of Management

Training & Management Assistance Division75 Spring Street SW, Suite 956

Atlanta, GA 30303-3109Telephone: (404) 331-6768 Fax: (404) 331-6770

Denver OfficeU.S. Office of Personnel Management

Training & Management Assistance DivisionCherry Creek Place III, Suite 300

3151 S. Vaughn WayAurora, Co 80014

Telephone: (303) 671-1033 Fax: (303) 671-1018

Philadelphia OfficeU.S. Office of Personnel Management

Training & Management Assistance Division3805 Red Lion Road

Philadelphia, PA 19114Telephone: (215) 824-2846 Fax: (215) 612-2888

The U.S. ARMY TRAINING AND DOCTRINE COMMAND (TRADOC) offers the following : THE ARMY WRITING PROGRAM TRADOC PAM 350-5 15 JANUARY 1986

This program covers information on the new Army writing style guides, editing tools and new standards for writing. The Army Writing Program booklet is a desk reference; reproduce it as you wish. This document is drawn from the Action Officer Development Course consisting of 11 lessons and 5 appendices that cover staff processes and communication skills, including writing. For more information contact:

The Army Writing OfficeHQTRADOC

ATTN: ATCG-WFt. Monroe, VA 23651

OR

You can view the document online at www.plainlanguage.gov/writing.pdf.

http://www.plainlanguage.gov/writing.pdf


National Addiction Technology Transfer Centers

The Addiction Technology Transfer Centers (ATTC) is a nationwide, multi-disciplinary resource that draws upon the knowledge, experience and latest work of recognized experts in the field of addictions. Launched in 1993 by the Center for Substance Abuse Treatment (CSAT), under the guiding entity, Substance Abuse Mental Health Services Administration (SAMHSA), the Network today is comprised of 13 independent Regional Centers and a National Office. Although the size and areas of emphasis of the individual Centers may vary, each is charged as is the Network collectively with three key objectives:

to increase the knowledge and skills of addiction treatment practitioners from multiple disciplines by facilitating access to state-of-the-art research and education;

to heighten the awareness, knowledge, and skills of all professionals who have the opportunity to intervene in the lives of people with substance use disorders;

to foster regional and national alliances among practitioners, researchers, policy makers, funders, and consumers to support and implement best treatment practices.

PCs can earn continuing education credits online through one or several of these ATTC online education programs:

AddictionED.org -- The National Addiction Technology Transfer Center (ATTC) program has created this web site, http://www.AddictionED.org, as a national reference for distance education opportunities. All providers of distance education products who meet the ATTC membership criteria can post their offerings on this site. The site features courses created and offered by educational institutions, continuing educational providers and the ATTC Network. http://www.addictionED.org

On-line Education Program of the Addiction Technology Transfer Center of New England The goal of this program is to provide addiction specialists and other interested persons throughout the world with convenient, and easy to access "cyber" classrooms where they can learn about the latest advances in addiction treatment and prevention. http://www.caas.brown.edu/CED/coursecal.html

Distance Learning Program of the Mid-Atlantic Addiction Technology Transfer CenterProvides course listings as well as registration information.http://www.mid-attc.org/announce.html

http://www.mid-attc.org/announce.html

http://www.caas.brown.edu/CED/coursecal.html

http://134.193.108.18/addictionEd/index.asp

http://www.samhsa.gov/


http://www.samhsa.gov/csat/csat.htm

http://www.samhsa.gov/csat/csat.htm


Mountain West Addiction Technology Transfer Center Participants need access to and familiarity with e-mail, the Internet and the World Wide WebPage provides course listings and registration information.http://www.unr.edu/educ/captta/mwattc/online.html

University of Iowa/Prairielands ATTCThis program currently offers a guided correspondence study course titled "Assessment of Substance Abuse and Mental Health Disorders." Page provides complete course description and registration information.http://www.uiowa.edu/~ccp/courses/07c252-index.htm

RESOURCES

The PC alone can best determine the focus of his or her continuing education based on the particular needs of the community.

PCs must have a strong knowledge of the resources available in his or her community, as well as the ability to establish a working relationship with each of them. State, city, county, and federal organizations should be included in the PC’s network of resources. Consider the following:

Encourage a merger of resources by serving on a local or state agency’s board of directors or planning committee. By sharing resources and expertise in this way, the PC becomes a true part of the community.

Consider developing or joining a local resource center. This can be conceptualized as a cooperative effort between the ASAP and the local community. PC’s can take the lead by contacting other resource personnel and encouraging their participation in such an effort. This would also provide a means of monitoring the use and effectiveness of shared resources.

Almost every state has a Governor’s Task Force on drug abuse, and encourages agency, community, and individual professional involvement. National agencies are also resources with which PCs should network. A list of state and national agencies is included in the ACSAP Internet Resource List located later in this Guidebook.

Community involvement can be key to a successful prevention program, and can also serve as an effective marketing effort. Within the agency, the Alcohol and Drug Control Officer (ADCO), Employee Assistance Program Coordinator (EAPC), Installation Biochemical Test Coordinator, and clerical/ administrative staff are invaluable resources. The PC will also benefit from networking with other DoD personnel. Many DoD agencies have goals similar to ASAP; a good idea or cooperative effort could be only a phone call away.

http://www.uiowa.edu/~ccp/courses/07c252-index.htm

http://www.unr.edu/educ/captta/mwattc/online.html


PROFESSIONAL LITERATURE

Professional literature provides a means of staying abreast of the prevention field without leaving the office. State-of-the-art prevention techniques, lists of resources such as films, brochures, pamphlets, etc. and addresses and phone numbers of prevention programs worldwide are available to PC’s through journals and newsletters from agencies and treatment centers. PC’s are encouraged to build time into their schedules to read these publications. A list of professional journals and newsletters is included in the ACSAP Internet Resource List located later in this Guidebook.

CERTIFICATION

There are many states that require prevention specialists and program managers to be registered or certified. Registration/ certification is a concept that will assist in professionalizing the field of substance abuse prevention. An example of the standards for state certification can be found at the International Certification & Reciprocity Consortium/ Alcohol & Other Drug Abuse, Inc., (ICRC/AODA, Inc.). Their mission is to provide public protection through the process of credentialing professionals engaging in the prevention and treatment of addictions and related problems (http://www.icrcaoda.org).

CODE OF ETHICS FOR PREVENTION PROFESSIONALS

Preamble

The Principles of Ethics are a model of standards of exemplary professional conduct. These principles of the Code of Ethical Conduct for Prevention Professionals express the professional’s recognition of his/her responsibilities to the public, to service recipients, and to colleagues. They guide members in the performance of their professional responsibilities and express the basic tenets of ethical and professional conduct. The Principles call for commitment to honorable behavior, even at the sacrifice of personal advantage. These Principles should not be regarded as limitations or restrictions, but as goals for which Prevention Professionals should constantly strive. They are guided by core values and competencies that have emerged with the development of the field.

Principles

I. Non-Discrimination

A Prevention Professional shall not discriminate against service recipients or colleagues based on race, religion, national origin, sex, age, sexual orientation, economic condition, or physical or mental disability, including

http://www.icrcaoda.org/


persons testing positive for AIDS-related virus. A Prevention Professional should broaden his/her understanding and acceptance of cultural and individual differences, and in so doing render services and provide information sensitive to those differences.

II. Competence

A Prevention Professional shall observe the professional’s technical and ethical standards, strive continually to improve personal competence and quality of service delivery, and discharge professional responsibility to the best of his/her ability. Competence is derived from a synthesis of education and experience. It begins with the mastery of a body of knowledge and skill competencies. The maintenance of competence requires a commitment to learning and professional improvement that must continue throughout the professional’s life.

A. B.C. Professionals should be diligent in discharging responsibilities.

Diligence imposes the responsibility: to render services carefully and promptly, to be thorough, and to observe applicable technical and ethical standards.

D. Due care requires a professional to plan and supervise adequately any professional activity for which he or she is responsible for assessing the adequacy of his or her own competence for the responsibility assumed.

E. A Prevention Professional should recognize limitations and boundaries of competencies and not use techniques or offer services outside of his/her competencies. Each professional is responsible.

F. When a Prevention Professional is aware of unethical conduct or practice on the part of an agency or another Prevention Professional, he or she has an ethical responsibility to report the conduct or practices to appropriate authorities or to the public.

III. Integrity

To maintain and broaden public confidence, Prevention Professionals should perform all responsibilities with the highest sense of integrity. Integrity can accommodate the inadvertent error and the honest difference of opinion. It cannot accommodate deceit or subordination of principle.

A. Personal gain and advantage should not subordinate service and public trust. All information should be presented fairly and accurately.


Each professional should document and assign credit to all contributing sources used in published material or public statements.

B. Where there is evidence of impairment in a colleague or a service recipient, a Prevention Professional should be supportive of assistance or treatment.

C. A Prevention Professional should recognize the effect of impairment on professional performance and should be willing to seek appropriate treatment for himself/herself.

IV. Nature of Services

Above all, Prevention Professionals shall do no harm to service recipients. Practices shall be respectful and non-exploitive. Services should protect the recipient from harm and the Professional and the profession of the course.

A. Where there is evidence of child or other abuse, the Prevention Professional shall report the evidence to the appropriate agency and follow up to ensure that appropriate action has been taken.

B. Where there is evidence of impairment in a colleague or a service recipient, a Prevention Professional should be supportive of assistance or treatment.

C. A Prevention Professional should recognize the effect of impairment on professional performance and should be willing to seek appropriate treatment for himself/herself.

V. Confidentiality

Confidential information acquired during service delivery shall be safeguarded from disclosure, including – but not limited to – verbal disclosure, unsecured maintenance of records, or recording of an activity or presentation without appropriate releases.

VI. Ethical Obligations for Community and Society

According to their consciences, Prevention Professionals should be proactive on public policy, and legislative issues. The public welfare and the individuals right to services and personal wellness should guide the efforts of the Prevention Professionals who must adapt a personal and professional stance that promotes the well-being of humankind.


These Ethical Standards are used with the permission of the National Association of Prevention Professionals and Advocates (NAPPA).

For additional information contact: ICRC/AODA, Inc. P.O. Box 14148 Research Triangle Park, NC 27709-4141. (919) 572-6823 Fax (919) 361-0365


SELF-CARE

A PC’s professional development must also include maintaining personal wellness. Learn to manage time through setting priorities, delegating responsibility when possible, developing better organizational skills, and setting limits. This will go a long way toward keeping stress to a manageable level. Maintaining a healthy diet, getting enough exercise, and any other activities that promote personal well being are encouraged. Strategies which reflect a holistic approach to health and wellness include:

Self-responsibility Appraisal of health status Lifestyle change Physical fitness Nutrition and weight control Stress management

3 PREVENTION AND CULTURE

The world has narrowed to a neighborhood before it has broadened to brotherhood.

PREVENTION AND CULTURE Page 26

ENHANCING CULTURAL CONSCIOUSNESS

When working within the total community, it is critical to understand the impact of cultural diversity on prevention issues. Historically, American society has emphasized individualism and assimilation of different groups into the dominant culture. The most effective prevention efforts will take place when differences among people are recognized, accepted, and celebrated. It is important that PCs make the effort to include all community members in the planning, development, and delivery of a comprehensive, community-wide prevention effort. This chapter focuses on some specific issues regarding culture that are important to consider when working within the total community.

First, two basic definitions: ethnicity, and race. Ethnicity relates to elements ofcultural heritage, such as customs, language and common history. An outgrowth of cultural heritage is a set of shared values, attitudes, and practices. Race (racial distinction) is based on physical traits, such as hair texture, eye shape, skin color, and body shape. Racial designations have been used as a basis for denying equal access, opportunity, resources, and involvement to people of color. Effective prevention development requires the PC to find opportunities to facilitate involvement and participation of all groups.

ETHNIC DIVERSITY AND THE DYNAMIC OF DIFFERENCES

Shifting to effective total community empowerment can occur only within a context that values, respects, and builds on the diversity of ethnicity within a geographical community. It is important to recognize the diversity within, as well as among, ethnic groups. An understanding of the history of an ethnic group, the present stage of its social group identity, and its relationships with other ethnic groups in the community is also critical.

Racism is a challenging condition that continues to exist throughout our nation and the world. Certainly, it is difficult to be completely inclusive in communities where racism is strong. Racism defined: Holding and manifesting an attitude that defines certain culturally or ethnically identified groups as inherently inferior and legitimately subject to exploitation, discrimination, and various types of abuse. Ethnocentricity can also create a roadblock when working throughout the community. Ethnocentricity defined: Maintaining the attitude that one’s own ethnic group or culture is better than others, or failing to recognize the existence or validity of other ethnic groups and their customs, beliefs, and norms.

ETHNIC AND CULTURAL BUILDING BLOCKS

Cross Cultural Understanding. The recognition that there are manyculturally determined points of view and standards of behavior. This understanding includes specific knowledge of and respect for differences, particularly as they affect daily interactions among and between members of a particular culture/ethnicity and members of another culture/ ethnicity.


Linguistic Pluralism. Acceptance of more than one language as a legitimate means of communication among members of a given community, state, or nation.

Attention to Ethnically/Culturally Appropriate Learning and Problem-Solving Styles. Recognition that there are a variety of strategies and approaches one can take in completing a given task. To an extent, learning and problem-solving styles are culturally determined. When working within cultures, it is important to know how decisions can be made and still maintain group involvement. For example, in some cultures it is traditional for the senior family (or group) member to make the final decision on issues without input from others.

Culturally Appropriate Qualitative Skills. Including warmth, respect,genuineness, concern, caring, and immediacy. The ways these skills are manifested vary for different cultures. For example, in some cultures it is acceptable to show emotions in public, while for others, emotions are kept very private. Some groups have very animated discussions while making decisions that look like arguments to others. This is the acceptable and appropriate way of interacting for some groups.

Ethnic and Culturally Sensitive Attitudes and Values. When community members become truly sensitive to others and their differences, it indicates potential for working and living together in harmony.

ASPECTS OF A CULTURALLY COMPETENT PREVENTION SYSTEM

Enhancing cultural consciousness is a process that requires deliberate preparation and effort. It takes time and the use of appropriate resources. It is also important to use available resources in your area, both on and off the installation. The Equal Opportunity/Equal Employment Opportunity (EO/EEO) on post is one place to start for assistance. Other resources can be found in the National Clearinghouse on Alcohol and Drug Information (NCADI) catalog http://www.health.org.

CONSIDERATION OF OTHERS PROGRAM

The Department of the Army developed the "CONSIDERATION OF OTHERS PROGRAM (CO2)" for the commander, director, office chief, supervisor, manager, employee and the soldier. It is a tool designed to help build installation unity and assist in the complex task of managing a diverse workforce. This program uses small group interaction as the forum for resolution and learning. If we are to inculcate a sensitivity and regard for the feelings and needs of others, we must institutionalize this program in order to maintain a climate of dignity and respect.

http://www.health.org/


The Consideration of Others Program addresses a philosophy that goes to the heart of military readiness. It allows leaders an opportunity to impart the knowledge of Army values and encourages soldiers to learn and adopt these values as their own. This program is not limited to any particular type of subject or circumstance and covers the broad spectrum of civility, respect for others, and military teamwork.

Consideration of Others is a command program. Equal opportunity personnel play a key, but not solo role. Consideration of Others involves linking the awareness, the actions, and the responsibility of the individual soldier or civilian to his or her duties as members of a military team. Consideration of Others addresses the major aspects of the human dimension of combat readiness. It will promote organizational excellence at every echelon of command. CO2 helps fulfill the primary Army mission: to do our part in providing America’s soldiers with the ability to fight and win our nations wars.

Consideration of others focuses on the linkage between the individual employee and his or her role as an integral member of the organizational team. This linkage lies in the CG's definition of Consideration of Others, which reads:

Consideration of Others is the practice of treating others with respect and dignity, Basically - Observing the Golden Rule.

The CO2 Handbook and other details can be found on the ODCSPER Directorate of Human Resources website at www.osc.army.mil/hr/co2/co2.

ARMY LEADERSHIP AND VALUES

The Army is probably the largest and most diverse organization in the country with an ethnic and racial makeup most reflective of American society. You each bring a set of values and attitudes that have been cultivated over many years. Additionally, these values and attitudes are still being shaped and refined with each new experience. Many of you have strong memories about recent events in your lives, such as promotion, schooling, a new baby, or a transfer. These events and ones yet to come, serve to shape your values and attitudes for the future. However, values and attitudes do not automatically change just because someone puts on an Army uniform. Some values and attitudes, when coupled with a lack of awareness, or insensitivity about others that are different from us, can produce confrontations, anger, and even violence. It is imperative all soldiers and civilian employees recognize and manage their differences so they do not interfere with the Army's mission effectiveness or ability to fight and win on the battlefield.

What Are Values?

http://www.osc.army.mil/hr/co2/co2


Values are attitudes about the worth or importance of people, concepts, or things. Values influence your behavior because you use them to decide between alternatives. Values, attitudes, behaviors and beliefs are cornerstones of who we are and how we do things. They form the basis of how we see ourselves as individuals, how we see others, and how we interpret the world in general. Examples of values are: money, friendship, justice, human rights, and selflessness.

Your values will influence your priorities. Strong values are what you put first, defend most, and want least to sacrifice. Individual values can and will conflict at times. Example: If you incorrectly reported a patrol checkpoint, do you have the moral courage to correct the report even if you know your leader will never discover you sent the incorrect report? In this situation, your values on truth and self-interest will collide. What you value the most will guide your actions. In this example, the proper course of action is obvious. There are times, however, when the right course of action is not so clear.

The seven Army values that all soldiers and leaders are expected to know, understand, and follow are:

1. Loyalty. Bear true faith and allegiance to the U.S. Constitution, the Army, your unit, and other soldiers.

Duty. Fulfill your obligations.

2. Respect. Treat people as they should be treated.

3. Selfless Service. Put the welfare of the nation, the Army, and your subordinates before your own.

4. Honor. Live up to all the Army values.

5. Integrity. Do what's right, legally and morally.

6. Personal Courage. Face fear, danger, or adversity (Physical or Moral). Everyone has a value system. A value system is a set of values adopted by an individual or society influencing the behavior of the individual or members of the society, often without the conscious awareness of the members of that society. One of the problems all soldiers must learn to deal with occurs when they perceive something that contradicts between the Army values and their own value system. Oftentimes it is rejected is as having no importance. The goal is for soldiers to adopt the seven Army values as the basis for their own value system. This may not happen overnight, but all of us should seek to use the seven Army values as our own.

Values can be categorized as follows:


1. Personal values. Personal values are established traits that are representative of an individual's moral character. These may have an order of importance to us such as; honesty, responsibility, loyalty, moral courage and friendliness.

2. Social values. A social value is learned and involves one's relationship to society. These may include social responsibility, positive, caring interpersonal relationships, social consciousness, equality, justice, liberty, freedom, and pride in "our country."

3. Political Values. These include loyalty to country, concern for national welfare, democracy, the "American Way," public service, voting, election and civic responsibility.

4. Economic Values. These are identified through such mediums as equal employment, stable economy, balancing of supply and demand of goods, money, private property, and pride of ownership.

5. Religious Values. These are characterized by reverence for life, human dignity, and freedom to worship.

Socialization is the major source of an individual's values. These values are formed in the home, schools, peer groups, neighborhoods, communities, jobs, churches or synagogues. Through these institutions, a behavior code is given and people not only learn what is expected of them, but they build their own value system. Values also grow from a person's experiences. Different experiences produce different values, and a person's values are modified as those experiences accumulate and change. It is a lifelong process that incorporates an elaborate system of rewards and punishments from significant others and society in general.

Think about what you have personally accomplished during the last 10 years. What are the two or three major accomplishments and how do they related to your values? Think about your next ten years. What are your major long-term goals and what do you want to accomplish during the next 10 years? How will your values influence the achievement of those goals?

Our values, attitudes, behaviors and beliefs, are cornerstones of who we are and how we do things. They form the basis of how we see ourselves as individuals, how we see others, and how we interpret the world in general. Every action we take, every decision we make is also a reflection of who we are and what we represent. Our choices and our smart decisions should reflect the values that we hold as individuals, as members of society, and as soldiers.

The nature of operations in the twenty-first century places significant demands on Army leaders. America’s Army needs leaders who—


Live up to the Army values of loyalty, duty, respect, selfless service, honor, integrity, and personal courage.

Possess the required mental, physical, and emotional attributes. Develop the required interpersonal, conceptual, technical, and tactical skills. Influence their organizations by providing purpose, direction, and motivation. Operate effectively to achieve mission accomplishment through sound

planning and preparing, aggressive execution, and continuous assessment. Improve the Army by developing its people, building its teams and

organizations, and learning both as individuals and collectively as groups. Exercise initiative in diverse, complex environments.

For all the changes in the dynamics of international power and for all the novel problems and opportunities associated with emerging technologies, the fundamentals of leadership have not significantly changed over the years. The primary purpose of the Army is to fight and win the nation’s wars. This doctrine suggests that leaders must lead in peace as they would in war or in any other Army or joint operation. The Army requires confident leaders of character and competence to lead its teams, units, and organizations against twenty-first century challenges.

The Army Leadership manual (FM 22-100) lays out a framework that applies to all Army leaders—officer and NCO, military and civilian, active and reserve component. At the core of our leadership doctrine are the same Army Values embedded in our force: loyalty, duty, respect, selfless service, honor, integrity, and personal courage (LDRSHIP). The framework also outlines physical, mental,and emotional attributes that together with values form character—what a leader must BE.

The FM 22-100 Army Leadership Home Page which contains the teaching package lesson plans and access to the complete field manual can be accessed at http://www.fm22-100.army.mil/.

The Acting Secretary of the Army, Chief of Staff, and the Sergeant Major of the Army approved the theme and design for the Army Core Values Posters campaign. The posters developed by the Office of the Chief of Public Affairs Command Information and Products Division (CIPD) serve as a vital component of the Character Development XXI initiative. There are 8 posters, seven representing the core values and a consolidated poster listing all values. To view the poster images, please visit the Army Core Values Posters Website at http://www.adtdl.army.mil/values/posters.htm OR contact the United States Publishing Agency (USPA) for information on ordering the posters http://www.usapa.army.mil/.

http://www.usapa.army.mil/

http://www.adtdl.army.mil/values/posters.htm

http://www.fm22-100.army.mil/


4 NEEDS ASSESSMENT

An idea can succeed only when the self interest of the creator and the self interest of the user don’t conflict.

NEEDS ASSESSMENT Page 35

SITUATIONAL ANALYSIS

In developing comprehensive prevention programs, communities must conduct a thorough needs assessment. This will identity priorities and needs, identify the communities driving and restraining forces, provide specific information on the nature and extent of high risk behaviors present, direct effective use of resources, provide data, and determine gaps between what is and what should be.

A needs assessment promotes an understanding of who the community is and what needs to happen in order for healthy lifestyles to be promoted. The needs assessment identifies the problem areas and the target population. This information will more likely be available through a variety of sources on your installation. The data will need to be collected, collated and analyzed. Identified problems will be prioritized based upon command requirements.

The first step in doing a needs assessment is conducting a Situational Analysis. A Situational Analysis evaluates: The community’s readiness for and capacity to change The levels and degree of prevention understanding throughout the community The characteristics of the population(s) that you will target for change.

A means of accomplishing this is by utilizing the Risk Reduction Program and/or the Unit Risk Inventory (URI).

WHAT IS RISK REDUCTION?

The Risk Reduction Program (RRP) is a commander’s tool and a commander’s program. The RRP is designed to decrease soldiers’ High Risk Behaviors (HRBs) (substance abuse, suicide, spousal/child abuse, AWOL, crimes against persons/property, driving while intoxicated, injuries/accidents, sexually transmitted diseases, and financial indebtedness) thus increasing soldier and mission readiness.

The RRP process includes three primary elements: Data Collection/Analysis Command Consultation Intervention Delivery


Data Collection/Analysis begins when installation human resources (HR) agencies (Mental Health, Child and Family Services) and garrison assets (Provost Marshal, JAG) submit quarterly incident data to the installation RRP representative, who, in turn, consolidates the statistics by battalion and forwards the consolidated data to ACSAP for processing. This information is returned to the RRP representative in the form of a battalion-specific data package, along with brigade, division/support command and installation roll-up reports. The unit-specific “Risk Factor Shot Group” (above) is one component of the data package, which provides a quick and comprehensive “view of the battlefield” in terms of the unit’s HRBs and pinpoints a unit’s most “at-risk” areas. RRP representatives analyze unit-specific data, consult with unit leaders, and, with commander approval, facilitate or conduct targeted proactive prevention/intervention efforts. This time efficient method of data collection/analysis and command consultation components were designed to put information into the hands of commanders and provide an opportunity for commanders and installation HR staff and garrison assets to act as a team in addressing High Risk Behaviors (HRBs). Intervention delivery is contingent on commander approval and unit schedule. Interventions range from commanders taking full responsibility (through the unit chain of command), to extensive unit education or installation-wide programs using external assets.

THE PC’S ROLE IN RISK REDUCTION

A PC’s role in Risk Reduction can vary, depending on the installation Risk Reduction structure and processes. PC’s can serve as the Risk Reduction Coordinator, or assist the coordinator. PC’s should most certainly be involved in the analysis, command consultation and intervention process if substance abuse issues and incidents are a part of a units' high-risk profile. PC’s are encouraged to collaborate with the other human service offices in developing and delivering combined or consolidated educational programs to reinforce the notion of interrelatedness amongst the various risk factors.

For more information on the Risk Reduction Program, including guidance on how to establish an RRP on your installation, contact the Program Analysis and Evaluation Branch of ACSAP (DSN) 761-5577, (COM) 703-681-5577.

WHAT IS AN URI?

The URI, or Unit Risk Inventory, is an anonymous, self-reporting, 55-question, pencil and paper assessment tool that takes no more than 30 minutes to administer to soldiers. In order to promote honest responses from soldiers and to eliminate the fear of attribution, soldier-specific questions are not asked. In order to protect the validity of the data, the test can only be administered


annually and must be administered to a minimum of 75% of the unit’s assigned officer/enlisted strength.

The URI is used to help commanders:

Assess the status of their unit’s human relations readiness,

Gather valuable information about the level of high-risk behavior exhibited by their soldiers in the areas of:

alcohol and drug use command environment (unit cohesion, discrimination, sexual harassment,

effects of downsizing and realignment, effects of optempo, and command accessibility)

self-perceptions, personal relationships and sexual practices stress levels and accidents and injuries violence and crimes spouse and child abuse suicide financial problems

Make smarter decisions and create more effective action plans by pin-pointing specific prevention, education, and/or intervention programs based on the needs of their soldiers

Minimize unproductive and ineffective services/programs to soldiers

Lead more effectively

For more information on the URI, including guidance on how to order and administer this assessment tool on your installation, contact the Program Analysis and Evaluation Branch of ACSAP (DSN) 761-5577, (COM) 703-681-5577.

INSTALLATION PREVENTION TEAM TRAINING

The Risk Reduction Program functions effectively when healthy communication between agencies, unit teamwork and effective leadership skills exist. In 1996, the U.S. Army Center for Substance Abuse Programs (ACSAP) developed a three day Installation Prevention Team Training (IPTT) course designed to apply reengineering approaches to installation-wide prevention and support risk reduction efforts. Reengineering, often thought of as downsizing in the current environment, is defined as the fundamental rethinking and radical redesign of business processes to bring about dramatic improvement in performance. This course represented a prime example of reengineering, adapting an existing Army training course in order to make the content, materials, and course outcomes


relevant to the changing Army organization and mission. IPTT evolved into a three-day course, which trained installation teams in best practices in community prevention, behavioral risk reduction, and workplace violence; all top Army priorities. Course attendees were 6 to 8 member teams of key personnel, selected by the Installation Commander, who could address and commit resources for installation-wide prevention.

IPTT course modules included the History of Prevention, Creating a Vision, Effective Prevention Practices, Risk Reduction, Violence Prevention, Collaboration, Evaluation, and Marketing. Through adult learning approaches and a team building focus, course participants developed collaborative strategies for the prevention of high-risk behaviors, learned and applied the Army’s Risk Reduction Model, and strengthened their total installation prevention efforts.

Installation teams developed an integrated Installation Prevention Plan, based upon the needs of their installation, and which included collaborative risk reduction processes. Teams were required to brief their plan to their Installation Commander upon returning from the course. Additional follow-up and technical assistance for prevention plan implementation were available through ACSAP.

In 1999, ACSAP designed a two-day, customized Installation Prevention Team Training Course 2, to reenergize specific prevention teams whose members had changed and whose prevention plans were in need of revision. This modified course included some of the original modules (History of Prevention, Creating a Vision, Effective Prevention Practices, Risk Reduction, Evaluation, Marketing) plus extensive information on the pharmacology, etiology and signs and symptoms of alcohol and other drug abuse. In addition, a module on suicide prevention was added to address the critical concern of increasing suicidal ideation and gestures in young soldiers.

Advantages of IPTT for installation commanders were: it provided training for the development of installation prevention and risk reduction programs; it offered an off-site, team-oriented collaborative training on state-of-the-art prevention approaches; and it leveraged on existing resources for the development of an installation-wide prevention program.

For more information on the IPTT model, including information hosting an IPTT at your installation, contact the Prevention, Education and Training Branch of ACSAP (DSN) 761-5579, (COM) 703-681-5579.

CENTER FOR SUBSTANCE ABUSE PREVENTION DECISION SUPPORT SYSTEM

The federal Center for Substance Abuse Prevention (CSAP) has established the online Decision Support System designed to help community practitioners and state officials craft sound prevention programs. The organizing concept of the DSS is based on CSAP's logic model for strategic planning, implementation and


evaluation of prevention programs. The logic model is presented as a circular (recursive) seven-step process beginning at Assess Needs and progressing through Develop Capacity, Select Programs, Implement Programs, Evaluate Programs, Report Programs, and Get Technical Assistance and Training.

CSAP's DSS website located at www.preventiondss.org) promotes scientific methods and programs for substance abuse prevention. Its seven-step approach to on-line technical assistance, training and other resources identify "best and promising" approaches to needs assessment, capacity building, intervention program selection, evaluation, and reporting. ASAP staff should explore the DSS as a tool to assist in installation prevention program planning.

http://www.preventiondss.org/

5 PROGRAM PLANNING

A new idea is delicate. It can be killed by a sneer or a yawn. It can be stabbed to death by a quip. It can be

worried to death by a frown.

PROGRAM PLANNING Page 41

The essential ingredients in a well-designed prevention/education program are program design, implementation, and evaluation. Design consists of outlining the essential components of your program, identifying the target populations, and establishing goals and objectives for each target group. Implementation is the delivery of your action plan. This plan may be carried out with the Education section alone, with the help of other ASAP components, the whole Army, and/or the whole community.

Evaluation allows you to determine if the goals and objectives originally outlined were obtained. It is very important that all participants have input at every stage, from planning through evaluation (see Chapter 11 on Evaluation for more details).

PROGRAM DESIGN

A well-designed prevention/education program should minimally consist of the following components:

1. Needs Assessment2. Goals and Objectives3. Action Plan (Master Training Schedule)4. Lesson Plans5. Campaign Planning (Ways to Implement Plan)6. Record Keeping and Evaluation (Evaluation of Plan and Goals)

NEEDS ASSESSMENT

This section should contain a listing in priority order of all groups within the community that require prevention/education services. In order to identify these population groups, a needs assessment should be conducted.

After completion of a needs assessment, you are ready to prioritize your activities according to the needs of the populations identified. Prevention/ education goals should then be developed for each population group. The completion of this task should be the foundation for group-specific lesson plans, for example, lesson plan on Narcotics, lesson plan on The Addictive Process, etc.

GOALS AND OBJECTIVES

Your prevention/education goals and objectives for each target groupshould be stated in this section. The goal is what you want to accomplish, based upon the finds of your needs assessment. It is the “what” your team hopes to accomplish, not the “how.” The purpose of the goal is to translate the larger aims found in the mission and vision statement into the defining characteristic of a goal. A good goal is achievable, measurable, specific


enough to drive action or action planning, adequate to meet the issue addressed, and consistent with the values/traditions of the community. An objective is a specific accomplishment to be achieved during a given period of time. The objectives help attain/support the goal by translating a general purpose into a series of specific manageable steps. They should be specific, attainable, and written in measurable terms.

(ACTION PLAN) MASTER TRAINING SCHEDULE

Possible items for inclusion on the Master Training Schedule are the following:

The local CCC should have a training schedule, staff in-service training, training for counselor CEUs, and required counselor training for certification. This should also be included in each staff member’s projected training needs for CPO.

Major Annual Campaigns are special programs that often require participation from and in the community at large. These special programs may include Community Festivals, Parent-Teachers-Student-Association (PTSA) meetings/programs, various group-specific Equal Employment Opportunity (EEO) programs, national observances (i.e., Red Ribbon Week, Alcohol Awareness Month) health fairs, etc.

Projected scheduling of unit training should be done in conjunction with unit training schedules. On occasion, exact dates will not be possible. Entries such as "training will take place the last week in each month or quarter" are appropriate and acceptable.

The format for your master schedule will vary according to your individualpreferences. If your system is computerized, you have the option of thecomputer calendar program; if not, then a manually monitored calendar can be updated as needed.

It is important that you coordinate with those providing input to ensure thatyour calendar is kept current.

You may also want to consider designing a training documentation form that will provide feedback from CCC training.


LESSON PLANS

The Alcohol and Drug Abuse Prevention Training (ADAPT) InstructionManual has lesson plans appropriate for a variety of population groups. Identified groups with special training needs should have appropriate lesson plans developed and on file if the ADAPT training does not fill the need.The master training plan will identify the population group and which prevention/education classes are to be conducted. There are various formats as well as other resources and references available at the local library to assist with the development of lesson plans, including Field Manual (FM) 21-6, How to Prepare and Conduct Military Training.

The lesson plans are to include any films, videos, handouts, pretests or post-tests that will be used in conjunction with any prevention/education class.

Additional Resources on Lesson Plans can be found at http://www.tradoc.army.mil.

CAMPAIGN PLANNING

All campaigns that the community will participate in should be identified in the prevention/education Master Program for the year. See Chapter 9,Campaigns, for details.

RECORD KEEPING AND EVALUATION

A record keeping system that systematically documents all training conducted is vitally necessary for program evaluation and assessment. Methods of record keeping and formats used may vary; however, the following information should be included:

Title of class Date and location Unit or group Number present Instructor/trainer/guest speaker

There are automated programs that will allow tracking of this data. If there is an automated system in the community, this will allow the compilation of additional data for evaluation, assessment, and other research purposes. Documentation from staff in-services and other professional training should also be maintained in the record keeping system. (See sample training documentation in the Appendix at the end of this chapter.)

After action reports on activities/programs should be included in your record keeping system. The evaluation process aids in determining whether the

http://www.tradoc.army.mil/


prevention/education effort has been effective and if goals are being obtained. See Chapters 10 and 11, Record Keeping and Evaluation, for details.


PROGRAM PLANNING APPENDIX

1st Quarter Master Training ScheduleWEEK 1 WEEK 2 WEEK 3 WEEK4

October

Newcomers Briefing

ASAP Staff In Service

ADAPT

Spouses Orientation

701st MI Bde NCODC

ASAP Commander Orientation Course

CPO New Employees Training

Newcomers Briefing


ADAPT


Red Ribbon Campaign

November

Newcomers Briefing


ADAPT

Spouses Orientation

701st MI Bde NCODC

Alcohol Sellers Training

CPO New Employees

Training


Newcomers Briefing

Commanders Course

Alcohol and Drug CoordinatorCertification Course

ADAPT


Begin “3D Campaign”


CPO Supervisors

Training

December

Newcomers Briefing


Spouses Orientation

ADAPT

701st MI Bde NCODC


CPO New Employees

Training

3D Campaign

Newcomers Briefing


ADAPT

Human Resources

Council Briefing


2nd Quarter Master Training ScheduleWEEK 1 WEEK 2 WEEK 3 WEEK4

January

Newcomers Briefing

ADAPT

Spouses Orientation

End “3D Campaign”



Corps Commander Company

Commanders Course- SpouseBriefing

Newcomers Briefing

Family Member

Education Group

Staff Chaplain Training

February

Newcomers Briefing

Spouses Orientation

ADAPT

CPO New Employees

Training

Unit Alcohol and Drug

Coordinator

Certification Course

Family Member

Education Group

Commanders Course

CPO Supervisors

Training


March

Newcomers Briefing

ADAPCP Staff In-Service

Youth Awareness Week

ADAPT

Spouses Orientation

Community Health &

Fitness Fair


CPO New Employee

Training

Federal Women’s Week

Presentation


Family Member

Education Group

ADAPT


Newcomers Briefing


3rd Quarter Master Training ScheduleWEEK 1 WEEK 2 WEEK 3 WEEK4

April


ADAPT

Spouses Orientation

Newcomers Briefing



Child Development Services Training

ACS Foster Parent

Training

Family Member

Education Group

Alcohol and Drug Coordinator Certification Course


Newcomers Briefing

ADAPT


Remedial Driving

Training

May


Spouses Orientation

ADAPT

Newcomers Briefing

CPO New Employees

Training

Community Open House

ASAP Commanders Orientation Course

Family Member Education Group

Newcomers Briefing


June

Family Advocacy Communication Training

Operations Division “Club Servers Training

ADAPT

Spouses Orientation

CPO New Employees

Training


CPO Supervisors

Training


Family Member

Education Group

Newcomers Briefing


Remedial Driving

Training


4th Quarter Master Training Schedule WEEK 1 WEEK 2 WEEK 3 WEEK4

July

Newcomers Briefing


Spouses Orientation

ADAPT

Self Assessment Program

Unit Alcohol Risk Appraisal



Begin “Summer Sense”

Newcomers Briefing


ADAPT


Awareness Campaign

ADAPT

ADAPT

Unit Alcohol Appraisal

August

Newcomers Briefing


MEDDAC Training

Spouses Orientation

ADAPT



“Summer Sense”

Newcomers Briefing

ASAP Summer Sense “Fun Run”

ADAPT


Campaign


ADAPT

September

Newcomers Briefing


Spouses Orientation


‘Summer Sense” Campaign



ADC Certification Course

Unit Alcohol Risk Appraisal



Commanders Course

ADAPT


CPO Supervisors Training


6 NETWORKING

You can have your way more often if you have more than one way.

NETWORKING Page 51

COMMUNITY INVOLVEMENT

Community prevention is an area in which on-post and off-post organizations, including state, city, county, and federal efforts, should be coordinated. Begin by contacting your state agency on substance abuse to obtain information about other state and local programs.

In many areas, coordination is done through a community prevention board or committee on which the PC can serve. Many joint projects, campaigns, and initiatives can take place with everyone working together toward a common goal.

Involving the community requires that the resources are first identified so networking can take place. The needs assessment can provide a tool for identifying resources and the services provided in the community. (Contact can be made with resources such as the local police, religious leaders and activities, the news media, health and social service agencies, business leaders, merchants, park and recreation officials, planners, schools, libraries, and community leaders. Sports clubs, nature clubs, scouts, YMCA/YWCA, and other organizations for young people are also excellent sources for networking and participating in community prevention.)

The following are attributes, which are needed to facilitate effective collaborative efforts (information obtained from "Working Together: Principles of Effective Collaboration", by Bonnie Benard, Prevention Forum, Oct 89).

1. Mutual Needs and Interests. There must be a sense of gain for each party involved in the process. It is important that the needs are identified through a needs assessment and that collaboration is of mutual interest to all involved. Common goals are set after the needs assessment identifies the needs. Then the organizations decide and agree to work together in accomplishing the goals.

2. Time. Collaborative efforts require a commitment of time from all participants. Good ideas go nowhere if no one has the time or makes the commitment to spend time working together.

3. Energy. It takes energy to network and collaborate with other people, but it can also be energizing and rewarding.

4. Resources. Each organization must be willing to share resources including5. time, money, staff, and ideas.

6. Communication. Group meetings must be open, ongoing, and frequent for successful collaborative efforts. Contact those you are working with often.

7. Leadership Backing. For community efforts to succeed, they must have the support of the leaders of the organizations to allow the use of time, staff, and other resources for work toward a common goal. Talk to your leaders to solicit their support.

8. Broad-based Representation. It is important to include representatives from all segments of a community when attempting to make system-wide changes and creating positive environments. When planning programs, don’t forget to include representatives from the populations you are trying to reach. If it is a youth activity, involve youth in the planning. If it

NETWORKING Page 52

is a school activity, involve teachers, principles, administrators, and school-based prevention specialists.

9. Clear and Mutual Goals. The major reason some collaborations fail is because there are not clear goals established which everyone understands and agrees to. It helps to begin working on short-term goals so positive progress can be seen at the beginning.

10.Attention to Group Process. Building a team is an ongoing process which requires attention to the interpersonal process which is taking place among team members. Important factors include group structure, roles and responsibilities, and the processes for interpersonal communication, including conflict resolution.

11.Mutual Respect. Successful collaboration depends on the principle that each person is capable and has something unique to offer. The variety of personalities and diversity of perspectives enhances the outcome.

12.Equality Among Partners. Participants must share in all stages of the collaborative planning process—from goal development to evaluation.

SUGGESTIONS FOR COMMUNITY PROJECTS

The following are suggested community-wide activities, projects, and campaigns (refer to Chapter 9, Campaigns, for additional information):

1. Organize fun runs, alcohol and drug free graduation and party nights, as well as other activities which, encourage having fun without the use of drugs or alcohol.

2. Organize and participate in a health fair to provide activities and literature in conjunction with other health facilities in the community.

3. Organize a drive to collect old prescription drugs from homes in the community.

4. Ask community leaders such as police officers, fire fighters, recreation officials, and others to speak about the importance of a no-alcohol-or-drug-use policy for youth.

5. Provide opportunities for community members to help others—rake leaves, shovel snow, help care for younger children, run errands for elderly neighbors.

6. Provide support of athletic and academic teams in the community.

7. Ask local businesses, employers, and others to provide or help fund alcohol and other drug prevention programs, as well as providing promotional materials.

8. Encourage local newspaper, television, and radio coverage of positive news about children and youth in the community.

9. Support efforts to provide AIDS education, including information on how the AIDS virus is transmitted.

10.Ask local shopping malls to help sponsor drug information booths run by students and other community members.

NETWORKING Page 53

11.Support the development of youths’ talents and abilities in art, music, crafts, vocational art, sciences, and other areas of interest.

12.Establish a positive, upbeat attitude about youth in the community through a publicity campaign—bumper stickers, slogans, newspaper ads, etc.

13.Plan and coordinate workshops for the community on timely topics such as gangs, AIDS, drug and alcohol information, etc.

14.Coordinate with programs already established in the schools and the community, such as Drug Abuse Resistance Education (DARE), to provide special literature, skits, puppet shows, or special presentations.

AVAILABLE RESOURCES:

1. Center for Substance Abuse Prevention (CSAP):

a. Assists communities in developing long-term, comprehensive prevention programs that involve all sectors of the community.

b. Carries out demonstration projects targeting specific high-risk groups and individuals, for instance, abused or neglected youngsters, youths who have committed a violent or delinquent act, disabled youths, pregnant teens, etc.

c. Operates a national clearinghouse for publications and other materials and services including operation of the Regional Alcohol and Drug Awareness Resource (RADAR) Network and Prevention Line (PREVLINE).

d. Develops and carries out media campaigns and other programs including testing materials for reaching communities at high risk.

e. Supports a National Training Program that develops new prevention training materials, and designs and delivers training to health professionals, state prevention specialists, and community partnerships.

f. Trains volunteers and volunteer organizations engaged in prevention of alcohol and other drugs of abuse through the National Volunteer Training Center for Substance Abuse Prevention.

g. Provides technical assistance and other services to help communities, organizations, and others develop and implement communications, prevention, and intervention efforts.

2. CSAP National Clearinghouse (NCADI): To order free materials on substance abuse write to 11426 Rockville Pike, Suite 200, Rockville, MD. 20852 or call 1-800-729-6686. They will send you a catalog. You can also contact NCADI on their website at www.health.org. You can view the catalog and order materials.

3. Regional Alcohol and Drug Awareness Resource Network (RADAR): RADAR works in partnership with CSAP’s National Clearinghouse for Alcohol and Drug Information and consists of state clearinghouses, specialized information centers of national organizations,


NETWORKING Page 54

The Department of Education Regional Training Centers, and others. Your installation can become part of the RADAR network by contacting the Prevention and Training Branch at ACSAP. Contact the CSAP National Clearinghouse to receive a catalog which has contains all of the addresses and phone numbers for state Regional Network Centers.

OTHER PROFESSIONALS

1. ASAP Staff. It is important that PCs work closely with other ASAP staff members in sharing information and coordinating efforts. This is especially important in regard to the coordination of programs between the PC and EAPC.

a. The PC is responsible for developing, implementing, and monitoring the alcohol and drug abuse prevention, education, and training program. The EAPC is responsible for assessing, planning, and establishing local procedures for providing comprehensive EAP services for eligible DA civilian employees and military and civilian family members within the military community. EAPCs will provide screening, short-term counseling and referral services for treatment or rehabilitation to employees who self-refer or whom management refers. Additionally, EAPCs will provide follow-up services to assist employees in achieving effective readjustment to the job. Advise and update supervisors concerning their employees’ progress to the extent permitted by applicable law and this regulation. Consult with the installation CPAC, Medical Review Officer (MRO), Substance Abuse Professional (SAP), and supervisors of DA civilians throughout the installation.

b. The EAPCs will maintain an updated list of available community counseling and treatment resources. Present prevention education and training to supervisors and DA civilians at all levels on alcohol and other drugs and on how to use EAP services properly. Because of potential overlap, the PC and EAPC need to communicate and plan their programs efficiently so that duplication can be minimized.

c. It is important to communicate with the Clinical Director and ASAP Counselors. The counselors can provide information about client needs in the area of education as well as information about the current trends of the population.

d. It is essential to have the support of your ADCO and to consult with him/her about upcoming and proposed programming. The ADCO may assist with training as well as administrative support. It is essential that the ADCO is aware of the need for promotional materials and educational tools for education and prevention programs.

e. For those of you that have administrative staff, they are another important resource for assisting in organizing and carrying out a successful prevention program.

f. Tell your co-workers, your staff, and your supervisor that you appreciate their assistance. Let them know that they are a valuable asset. You might want to recognize special efforts by creating awards, certificates, etc.

2. Major Command (MACOM). The MACOM is part of the chain of command for communicating with DA and Army Center for Substance Abuse Programs (ACSAP). They can assist with getting information on policy issues and information regarding regulations. It is important to keep the lines of communication open with your MACOM and to keep them informed about the programs you are providing at your installation.

NETWORKING Page 55

3. Army Center For Substance Abuse Programs (ACSAP). ACSAP is available to assist with questions and concerns as well as providing many resource materials for programming.

If your installation has questions about this, contact :

ACSAP 4501 Ford Ave., Suite 320

Alexandria, Virginia 22302-1460Defense Systems Network (DSN): 761-5557 Commercial: 703-681-5557.

4. Other Military Branches. It is beneficial to find out what services are being offered in your community by other military branches—Navy, Air Force, Marines, Reserves, or National Guard.

a. The Reserves and National Guard are focusing on the area of drug and alcohol

prevention in communities across the U. S. See the National Guard website (http://ngb-cd-sa.org/) for drug demand reduction Points of Contact (POC).

b. The Association of the United States Army (AUSA) is sponsoring a program that is designed to involve chapters nationwide in support of community efforts in eliminating drug abuse and gang violence. The AUSA effort supports a voluntary, grassroots effort on behalf of the Army’s anti-drug campaign. Contact your local AUSA chapter for more information, or the national headquarters located at :

2425 Wilson Blvd, Arlington, Va. 22201 (www.ausa.org).

5. Other Offices. Networking and interfacing with other offices and agencies is important in establishing a successful, comprehensive community – based prevention program. You will find the reputation of your program is often based on the perceptions of others that refer and recommend your programs. Remember:

a. The best way to enhance your reputation is to become personally acquainted with key individuals and agencies in the community. In addition to the chain of command, some other agencies to interface with may include the Army Community Service Center, Chaplain, Management- Employee Relations (MER), unions, law enforcement, Family Advocacy, and Health Promotions. These people can make appropriate referrals to your program or assist in coordinating and providing prevention programs.

b. Each community is different, and it is important to identify which relationships are critical for the effectiveness of the total prevention program. In many communities there are coalitions, councils, and other network groups which would be helpful to join. An example of one these organization is Community Anti-Drug Coalition (www.cadca.org).

c. DON’T HIDE IN YOUR OFFICE. Become actively involved in your community and have fun with what you are doing.

http://www.cadca.org/

http://www.ausa.org/

http://ngb-cd-sa.org/

http://ngb-cd-sa.org/

7 MILITARY TRAINING

It isn't the mountains ahead that wearyou out; it's the grain of sand in your

shoe.

MILITARY TRAININGPage 57

INTRODUCTION

Training is a critical element of comprehensive prevention efforts. When PCs have established a prevention network throughout the total community, there will be many potential resources available to assist in training. Some military training is required in accordance with the new regulation AR 600-85. This includes orientation for soldiers and leaders following each permanent change of station (PCS), supervisory training for non-commissioned officers (NCOs) and officers, on going prevention education training for soldiers, and training for Unit Prevention Leaders (UPLs).

This chapter focuses on these sessions and other specific issues pertaining to military personnel. Training the chain of command is another critical area. Commanders at all levels need to be made aware of existing and potential problems created by alcohol and other drug abuse. They also need to be provided with information and perspective on these problems, which will help them make appropriate and effective decisions.

The Alcohol Drug Control Officer (ADCO), Installation Biochemical Test Coordinator (IBTC), Employee Assistance Program Coordinator (EAPC), or Clinical Director (CD) may assist in training, however, some installations have only one person serving as the PC/EAPC, or some other combination of two or more positions. For this reason, it is important for PCs to be prepared to provide both the military and civilian required training.

NOTE: There is a complete section of Lesson Plans available in the ADAPT Instruction Manual covering alcohol and other drugs.

COMMANDER TRAINING

This training should be conducted enough times during the year to ensure that all commanders receive training. Unit First Sergeants, the senior enlisted administrative manager/advisor in the unit, should also receive this training.

ACSAP has developed appropriate briefing packets for commanders that any of the aforementioned ADAPCP staff can use to provide instruction on the core subject areas. For more information, check the “What’s New” section of the ACSAP website: www.acsap-army.org.

Commander training can be divided into two categories: Core and Elective training.

COMMANDER CORE TRAINING



The core subjects should remain a consistent aspect of commander training, and may be presented by the ADCO, Clinical Director, PC, Counselor, Installation Biochemical Test Coordinator, or a combination of these. The core subjects should include, but are not limited to:

1. An overview of ASAP services

2. New changes in DoD Directives, AR 600-85, DA and MACOM guidance/regulations

3. Unit prevention

4. Commander responsibilities

5. Proper referral procedures

6. An overview of rehabilitation including ADAPT training and rehabilitation testing

7. Review and/or introduction to Risk Reduction

8. Introduction to the current basic concepts used in Prevention Education Such as the IOM Model:

9. Biochemical Testing to include handling positive test results. Commanders are generally very interested in how to run an efficient and effective Unit Urinalysis Program. The Installation Biochemical Test Coordinator (IBTC) can usually provide this block of instruction.are designed to prevent the onset of substance abuse in individuals who do not meet DSM-IV criteria for addiction, but who are showing early danger signs, such as falling grades and consumption of alcohol and other gateway drugs. The mission of indicated prevention is to identify individuals who are exhibiting early signs of substance abuse and other problem behaviors associated with substance abuse and to target them with special programs. Indicated prevention approaches are used for individuals who may or may not be abusing substances, but exhibit risk factors that increase their chances of developing a drug abuse problem. Indicated prevention programs address risk factors associated with the individual, such as conduct disorders, and alienation from parents, school, and positive peer groups. Less emphasis is placed on assessing or addressing environmental influences, such as community values. The aim of indicated prevention programs is not only the reduction in first-time substance abuse, but also reduction in the length of time the signs continue, delay of onset of substance abuse, and/or reduction in the severity of substance abuse. Important Biochemical areas to be covered with the commanders should include:


a. Responsibilities of the commander when conducting a Unit Urinalysis:

(1) Required Unit SOP

(2) How to schedule the test with the ASAP

(3) Selection and training of UPLs

(4) Selection of Observers

(5) Smart Testing

(a) Definition of Smart Testing - as the process whereby biochemical testing is conducted in such a manner that it is not predictable to the testing population.

(b) Examples of the Do’s of Smart Testing: Test personnel on a back-to-back basis, perform weekend or holiday tests, pre and post deployment testing, testing during field exercises, test at the end of the duty day, do testing on different weeks and at different times during the month.

(c) Examples of Don’ts of Smart Testing: Do not ask for volunteers, do not post testing dates on the training schedule, do not let “shy bladders” off the hook, do not announce testing the day before, do not stop testing because it is the end of the duty day and you want to go home.

(6) Random selection of personnel to test. Include a brief description and discussion on the Army Drug Testing Program (ADTP); the random selection and tracking software that pre-prints all required documentation for a urinalysis.

(7) How to handle personnel unavailable for testing due to being TDY, on quarters, etc.

b. Brief overview of Laboratory Testing Procedures

c. Responsibilities when receiving a positive result for THC, cocaine, PCP, LSD, MDMA, MDA, MDEA, or Heroin.

d. Responsibilities when receiving a positive result for Opiates (codeine or morphine), Barbiturates (Secobarbital, Phenobarbital, or Butalbital), or amphetamines (amphetamine, methamphetamine).

e. How to request:

(1) A specimen retest(2) A special test request


(3) A commander’s packet from the laboratory.

it, when to call in the UPL10. Other aspects of core training for commanders may include:

a. Confidentiality b. Information about self-help groups c. Overview of services available to civilians, including AdolescentSubstance Abuse Counseling Services (ASACS)

d. Recognition of signs and symptoms of alcohol and other drug (AOD) problems

COMMANDER ELECTIVE TRAINING

Elective training classes are designed to change periodically in order to ensure that commanders stay up-to-date on issues concerning alcohol and other drugs. These areas may also address needs assessment. Some examples include:

1. Adverse physical effects of AOD abuseAdverse sociological, psychological, work, family, and behavioral consequences of AOD abuse2. Spiritual problems caused by AOD abuse3. Supervisory responsibilities in identifying potential AOD abusers4. Post-treatment reintegration into duty positions5. Relapse prevention6. Health and welfare inspections7. Current local and national AOD trends

SUPERVISOR TRAINING FOR NCOS AND OFFICERS

Supervisory training should be geared to soldiers E-5 and above, and can be divided into the following types:

1. Introductory Supervisor Training for: a. In-processing newly arrived NCOs and officers (Newcomers briefing) – check to see if the NCOs and officers are required to attend training when in-processing; if not, try to establish a program that requires it.

b. Newly promoted SGTs – encourage commanders to send newly promoted E-5s to the in-processing training.

2. Noncommissioned Officer Professional Development (NCOPD) Training – The Army requires that CSMs run a NCOPD training program for their NCOs that includes at least 4 hours of training per month. This is an excellent opportunity to


provide additional supervisory training to NCO’s. Contact the CSM’s on your installation to setup training.

3. Officer Professional Development (OPD) – Commanders are required to provide OPD training monthly and are always looking for new material to provide at training. Contact your commanders and offer to provide a class or two.

Supervisor Training should primarily include areas specific to supervisors, but should also reinforce basic drug and alcohol information. Training could include:

Prevention of substance abuse in the unit Promotion of healthy lifestyles Identifying an emerging problem Overview of ASAP Updates on drug use within the geographical area Club drug information

UNIT PREVENTION LEADER TRAINING

Training modules for UPLs have varied from installation to installation; however there are subjects that are universal in their importance. For this reason, ACSAP has developed the UPL Certification Training Program CD-Rom. This standardized, self-paced multimedia training tool is designed to allow soldiers to get the necessary training to fulfill the role as a UPL, without losing critical work time. Important topics such as testing procedures, running a unit urinalysis, chain of custody, training and using observers, logistics, supplies, and pointers on “smart” testing are all covered in this product. The video, “Tripler FTDTL” is a new multimedia resource the can be very helpful in explaining what happens to a soldier’s specimen when it leaves the installation.

UPL training/certification should at a minimum include:

1. All biochemical testing related issues. For more information on biochemical testing refer to the Commanders Guide and UPL Handbook on the www.acsap-army.org or www.acsap.org websites and consult with the IBTC.

2. Prevention and Education Training about AOD issues is also important, including:

a.Defining use, abuse, and addictionb.Identifying drugs of abusec. Identifying soldiers who may be experiencing problemsd.Methods of referral to ASAPe.Information concerning self-help groupsf. A general overview of ASAP services

http://www.acsap.org/




3. Legal issues such as the importance of the chain of custody document, the Limited Use Policy, and how to testify. 4. Frequently, UPLs may be called upon to provide instruction for their units. Therefore, it is important that they receive training and support for this. For example, PCs may provide lesson plans, instruction/suggestions about methods of instruction, training materials, and course critiques.

ANNUAL UNIT TRAINING

Even though the goal is required to have annual training, it may be given more or less frequently, depending upon individual unit needs. The PC, the UPL, or a guest speaker from the local community may conduct the training. Important training topics may include:

Overview of ASAP services and eligibility Update of Alcohol and other Drugs of abuse information Review of the latest training policies and methods of referral How a Urinalysis test is conducted Laboratory testing of urine specimens

NEWCOMERS BRIEFINGS

Your installation may or may not provide a newcomers briefing for soldiers when they are in-processing. If your installation does not require a newcomers briefing, then you should try to establish one or provide your UPLs with the required information and packets to train all newly assigned personnel.

8 CIVILIAN TRAINING

You can’t direct the wind,but you can adjust your sails.

CIVILIAN TRAINING Page 65

OVERVIEW OF CIVILIAN TRAINING

Prevention education and awareness training for supervisors, civilian employees and family members on the installation is crucial. Chapter 2, Alcohol and Other Drug Abuse Prevention, of the AR 600-85, provides the PC with an overview of prevention policies, strategies and activities. Specifically, paragraphs 1-18 and 14-8 (AR 600-85) provide information particular to the Prevention Coordinator’s (PC) and the Employee Assistance Program Coordinator’s (EAPC) responsibilities. Employee education and supervisory training requirements are also provided in paragraph 2-4 of the soon to be released PAM (600-85).

The Department of the Army (DA) civilian workforce includes the appropriated (AP) and non-appropriated funds (NAF), and the Department of Army Civilian (DAC) employees. The PC needs to work closely with the Employee Assistance Program Coordinator (EAPC) because the EAPC is responsible for the Army Substance Abuse Program (ASAP) and non-clinical civilian services. The Prevention Coordinator (PC) also will need to assist the EAPC in the development, planning, and implementation of all civilian training programs that are designed and/or targeted to best meet the needs of the DA civilian workforce as well as those civilian family members who utilize the installation.

Prevention education and awareness training programs should be designed to promote a safe and healthy community and productive workplace. Education and training efforts should promote:

ASAP policies and goals Healthy life choices, skills development, and smart decision making Enhanced quality of life Risk reduction Smoking cessation Work environments that are designed to reduce stress Reduction of youth drug use Work/Life Wellness and health promotion Family and parenting education programs Partnership and integration of community prevention education resources The use of interactive web pages to encourage substance abuse prevention Violence prevention Suicide prevention Utilization of Employee Assistance Program and Civilian Services Substance abuse prevention Alcohol de-glamorization Early Intervention Self-referral Confidentiality Elimination and suppression of illegal drugs


Supervisor and employee understanding and knowledge of substance abuse testing programs

Supervisor and employee compliance with legal and regulatory mandates

The following Web sites provide a multitude of information that can be used to assist in the development of substance abuse prevention and awareness training programs.

a. Center for Substance Abuse Prevention: http://www.samhsa.gov/csap/

b. Prevention Online/Prevline: http://www.health.org/

c. Center on Addiction and Substance Abuse: http://www.casacolumbia.org

d. Join together Online: http://www.jointogether.org

e. Higher Education Center for Alcohol and Other Drug Prevention: http://www.edc.org/hec

f. OPM, Alcoholism in the Workplace: http://www.opm.gov/ehs/ALCOHOL.HTM

SUBSTANCE ABUSE PREVENTION EDUCATION AND AWARENESS TRAINING

At a minimum, substance abuse prevention education and awareness training should:

1. Be group oriented and developed in coordination with the ASAP staff as well as with other installation prevention professionals.

2. Ensure that all DA civilian employees and eligible civilians are fully knowledgeable about the range of ASAP civilian services and programs.(Availability of EAP services, procedures for participating, the EAPC point of contact, telephone number, address, and hours of operation, costs and confidentiality requirements.)

3. Educate the civilian workforce and eligible civilians about the types of drugs, their effects, signs of use and/or abuse, and the hazards/effects of alcohol and other drug abuse on performance and conduct. And impact upon an individual’s personal and family life, to include some useful self-assessment tools.

4. Be integrated into community sponsored health promotion and/or wellness programs.

http://www.opm.gov/ehs/ALCOHOL.HTM

http://www.edc.org/hec

http://www.jointogether.org/

http://www.casacolumbia.org/


http://www.samhsa.gov/csap/


5. Address the impact of early-identification and self-referral on recovery.

WORKLIFE, WELLNESS, AND HEALTH PROMOTION AWARENESS TRAINING

Work-life, wellness and health promotion awareness training will require the PC to deliver a combination of products, services and information which enhances the quality of work-life, promotes healthy life styles and strengthens families. In the absence of any mandated requirements within the community (e.g. Chaplain will conduct suicide prevention training for all civilians), it is suggested that the PC conduct a needs assessment related to family friendly workplace programs. The PC should accomplish this in consolation with the Alcohol Drug Control Officer (ADCO), EAPC and other appropriate community resources. Army Health Promotion, AR 600-83 provides a variety of activities designed to promote good health. AR 600-70 addresses the prevention of suicide and self-destructive behavior. The Violence Prevention Commanders' Guide is an another useful tool. The Office of Personnel Management (OPM) web site www.opm.gov/wrkfam provides a wealth of information, ideas and additional web links designed to facilitate work life/wellness and health promotion. FOCUS an OPM bimonthly newsletter (http://www.opm.gov/ehs/FOCUS.htm) highlights outstanding and innovative practices.

SUPERVISOR AND EMPLOYEE TRAINING

1. At a minimum training for total civilian workforce should address:

a. Civilian specific ASAP programs and policies on drugs, alcohol and smoking.

b. The installation Employee Assistance Program (EAP) services, to include the EAP point of contact, telephone number, address, and hours of operation.

c. Types, effects, signs of substance use, health risks and other hazards/effects of alcohol and other drug abuse on performance and conduct.

d. The Army Drug-Free Federal Workplace (DFW) Civilian Drug Testing Program, to include possible consequences for violating policy

e. The Army's commitment to program confidentiality

2. All civilian employees subject to random drug and/or alcohol testing (or both) and their supervisors, should fully understand all aspects of substance abuse testing policies (DFW and DOT programs). This is includes: how to identify and address illegal drug abuse, program prohibitions, confidentiality and

http://www.opm.gov/ehs/FOCUS.htm


release of information, collections procedures and the possible consequences of being identified as an illegal drug user or alcohol abuser.

a. Specific DOT training requirements are addressed in the DOT Regulation 49 CFR Part 382 Subpart F Alcohol Misuse and Controlled Substance Use Information, Training and Referral.(www.fmcsa.dot.gov/rulesregss/fmcsr/regs/382menu.htm)

b. Paragraph 2-3, Chapter 2, DA Pamphlet 600-85 addresses specific supervisor responsibilities related to workplace testing programs.

c. Urine Specimen Collection Handbook for Federal Workplace Drug Testing Programs addresses specific collection procedures the employee will be asked to submit to. Available at (www.health.org/workplace/urinebook.htm)

d. Paragraph 2, Personnel Actions, DOD Directive 1010.9, DoD Civilian

Employee Drug Abuse Testing addresses possible consequences of illegal drug abuse.

3. At a minimum supervisor training should address:

a. Supervisor's role in the recognition and documentation of employee performance and conduct problems, and the use and responsibilities for offering screening and referral services (i.e., rehabilitation and treatment) for alcohol and other drug abuse. The "how and when" to make proper use of the EAP.

b. Availability of EAP services including the EAP point of contact, telephone number, address, and hours of operation

c. The process of reintegrating the employee (i.e. post treatment rehabilitation) into the workforce.

d. Confidentiality and records’ requirements.

4. The following web sites may provide a variety of information and suggestions for developing effective supervisor/employee specific training programs:

a. Employee Assistance Professional Association:http://www.eap-association.com

b. Partnership for a Drug-Free America: www.drugfreeamerica.com

c. US Department of Labor: www.dol.gov/dol/asp/piblic/programs/drugs/main.htm

http://www.dol.gov/dol/asp/piblic/programs/drugs/main.htm

http://www.drugfreeamerica.com/

http://www.eap-association.com/

http://www.health.org/workplace/urinebook.htm

http://www.fmcsa.dot.gov/rulesregss/fmcsr/regs/382menu.htm


d. Lectri Law Library: www.lectlaw.com/files/emp03.htm

IDEAS

Distribute educational pamphlets and brochures.

Use visual aids such as overhead transparencies, posters, puppets, or other innovative ways to keep the audience's attention.

Show videotapes followed by group discussion or role-play. See the Appendix at the end of this chapter for a list of suggested videos.

Invite guest speakers to speak on special topics. For example: a Mothers Against Drunk Driving (MADD) representative could talk about the impact of driving under the influence, police officers could discuss the relationship of drugs to crime and gang activity, or physicians could converse about the medical implications of long-term alcohol use.

In some situations it might be advantageous to hold the training in the workers’ area. (For example, if you have a manufacturing complex, you may want to consider conducting your training there.) Some employees may feel more comfortable and relaxed in a familiar environment. They may feel freer to discuss issues related to their workplace and may want to show you what they do for their job. The rapport with these employees will be enhanced if they feel you understand their job situations.

If your population remains constant and employees come to training every year, vary the topics and be creative in your delivery so they don’t lose interest in your programs. Select timely topics that reflect what is happening at your installation. One year the focus might be on updated drug and alcohol information. The next year could focus on the affects of substance abuse on families. During times of reductions in force or installation closures, the emphasis might be on stress and how to cope with life changes.

Provide a means to evaluate your training by using pre and posttests. (Refer to Chapter 11, Evaluation.)

Promote understanding of your program and its use as a managerial tool to enhance the work environment and to facilitate productivity.

Promote performance counseling by supervisors through utilization of EAP services by employees on a voluntary basis or a supervisory-referral basis.

Promote supervisory knowledge, skills, and effective intervention with subordinates when discussing areas of supervisory concern in regard to substance abuse.

http://www.lectlaw.com/files/emp03.htm


Provide supervisors with information on the kinds of problems that a substance abusing employee can present in the workplace—sabotage, drug dealing, stealing, making errors, safety risks, attendance problems, relationship problems.

Educate supervisors about how to approach employees in a non-judgmental, non-diagnostic way, and provide positive feedback about their skills in handling difficult situations and making appropriate referrals to the program.

Educate supervisors about the safety implications of substance abuse, for example, an electrician whose hands are shaking profusely as a result of a substance abuse problem, or a forklift driver whose response time may be delayed as a result of being under the influence of alcohol.

Educate supervisors about the emotional and behavioral problems in the workplace as a result of substance abuse, for instance, a worker who repeatedly calls in sick or a worker who resorts to physical violence when angry.

Invite medical personnel and other health experts to assist in providing training on health risk appraisal, wellness, high- risk behaviors, and other health-related topics.

ALCOHOL SERVERS INTERVENTION PROGRAM (ASIP)

(Refer to AR 230 for more specific information about ASIP.)

This program focuses on the de-glamorization of alcohol. It teaches alcohol servers and managers their responsibility in preventing drunk driving/personal injury and focuses on techniques used to identify and deal with individuals under the influence of alcohol.

Club managers are responsible for providing training. Suggest the ASAP staff offer assistance with this training requirement.

The curriculum is available at: http://trol.redstone.army.mil/mwr/asip/index.html

TRAINING OTHER ORGANIZATIONS

Wives clubs, ACS, MER, police department, fire department, health clinic, Safety Office, Chaplain, Staff Judge Advocate, Provost Marshal, and qualified volunteers would benefit from substance abuse education.

Spread the word throughout the installation and the community that you can assist in providing and/or coordinating this education and training.

http://trol.redstone.army.mil/mwr/asip/index.html


YOUTH ACTIVITIES

Training is needed for youth program directors and coordinators as well as the youth that participate in the youth activities.

Student Assistance Teams, DARE, and peer counseling programs have been successful in some communities. The PC, soldiers, teachers, parents, and other professionals can act as advisors and organizers of programs such as these.

UNIONS

An important link within the workplace is contacting unions and getting to know the officers and the stewards.

Keep lines of communication open with regularly scheduled meeting times.

Provide regular training sessions on the same topics covered in supervisory training.

STAFF EDUCATION

Assist the ASAP staff in staying informed about the latest information about drugs and alcohol and related topics. This can be accomplished by reviewing circulating memos, articles, and other written material. Another option is to provide regular updates during staff meetings or staff development sessions. Some PCs provide a monthly informational bulletin to staff members and to the community regarding pertinent areas of interest or concern.

Ask the staff if there is further information they want or need.

The ASAP staff and other agencies/units may request in-service education on specific topics. This may be coordinated and/or shared with the PC, EAP, and ADCO.

Speakers may be brought in from the community or from within the ASAP staff to provide educational experiences as well.

FAMILY-WORKPLACE PROGRAMS

ELDER CARE FAIR: A community base effort designed to introduce participants to various caregiver and eldercare services.

Handling Traumatic Events


Child-Care Workshop: On the installation or near-site child care resources. This program helps parents learn how to select a child caregiver.

9 CAMPAIGNS

The future belongs tothose who believe in

the beauty of their dreams.

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The decision to conduct a campaign in your community should be made in the context of resources and the needs of the community. Campaigns are typically designed to raise the awareness level of community members on certain issues; they require a significant amount of planning and can be expensive. It is possible to conduct a campaign for minimal cost if you have the time and expertise to carry it out from planning to evaluation. Include in your initial planning the Commander, MWR, PAO, ACS Volunteer Coordinator, Clinical Directors, Provost Marshal, Security Police, and a Local Representative from the school.

MARKETING INCREASES AWARENESS

Marketing increases awareness by highlighting issues, i.e. public health problems/concerns, and places them on the public agenda. As the result of successful marketing efforts, prevention messages can be seen in PSAs, on posters, booklets, documentaries, magazine articles, etc.

Publicity--planned and unplanned--has the ability to reflect the depth of the problem, as well as contribute to the solution.

Essentially, increased public awareness, through prevention promotion, can foster support for prevention, raise new agendas (priority issues) for the public to consider (e.g., the need to pass laws increasing the penalty for driving under the influence of alcohol/drugs) and, over time help revise social norms related to high risk behaviors.

MARKETING STRATEGIES

Effective marketing programs and strategies can do the following:

Raise Awareness : Substance abuse problems are high on the public agenda as a result of communications: drugs are in the news, in public service announcements (PSAs), in posters, booklets, documentaries, magazine articles. Publicity--planned and unplanned--may reflect the depth of the problem, but it also contributes to the solution. High public awareness can bring support for prevention, raise new agendas for the public to consider (e.g., the need to increase the penalty for drunk driving) and, over time, help change social norms related to alcohol and drug use/abuse.

Increase Knowledge : Marketing can provide facts and help dispel myths and misconceptions. For example: In the 1970's, the National Institute on Alcohol Abuse and Alcoholism (NIAAA) created a poster with the message that alcohol can be harmful to a fetus.

Influence Attitudes : Marketing can change attitudes. Most of us have different attitudes today about smoking than we did 25 years ago. This is

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partly due to sustained marketing programs. These attitudes help shape and reshape norms.

Show Benefits Of Behavior Change : Marketing alone usually cannot bring about changes in behavior, but it can encourage behavior change in several ways. One is by showing the positive side of change. For example: When CSAP's "Be Smart, Don't Start, Just Say No" videotape showed a preteen joining friends at a rock concert, instead of having a drink, it was demonstrating the benefits of a wise decision.

Support And Help Maintain Existing Knowledge, Attitudes, And Behaviors Related To High Risk BehaviorsFor example: when a person has stopped using drugs, marketing can support that person’s decision to change his/her behavior.

Demonstrate Skills : For example: PSAs and booklets from the "Just Say No Campaign" of the National Institute on Drug Abuse portrayed young people turning down drug offers, using peer resistance skills/techniques such as providing alternative options and walking away. These PSAs demonstrated a social skill that could promote resiliency.

Suggest An Action : Marketing can inspire people to take a step in the right direction. (Example, calling an 800 number for information or a referral).

Increase Demand For Services : By making people more aware of problems related to high risk behaviors and possible solutions, marketing can increase public demand and support for prevention and other services. Marketing can also be directed at officials and agencies to advocate more and better risk reduction services.

Refute myths and misconceptions : Young people consistently overestimate the percentage of other youth that use alcohol, tobacco, and drugs. Communications can help debunk/correct misinformation. For example, if you ask a young person the percentage of people using drugs or alcohol in their school, they may report 95% when 5% are actually using.

In general, a marketing program can change perceptions and affect motivation. What it cannot do, in most instances, is produce long-term behavior change. Multiple strategies and approaches are more effective than a single approach.

Emphasize that effective marketing can have the following impact on prevention programs:

Marketing can set the stage for other prevention programs and strategies by providing information.

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Marketing can support and enhance other prevention programs/strategies.

Marketing strategies make people aware of and encourages them to take advantage of and use prevention efforts. For example: a prevention program may provide alternative activities for latchkey children, or alcohol-free prom night parties for teenagers. Marketing can encourage people to make use of these services.

Marketing can mobilize public support for prevention strategies that reduce the availability of alcohol by regulating hours of sale, cost of alcohol, and the legal age of purchase.

How do we know marketing works?

Marketing strategies targeted at reducing high-risk behaviors are based on a model that has been developed through the delivery of messages about other public health issues. The dramatic decline in smoking in this country and the decline in public acceptance of smoking can be attributed to intensive and sustained marketing campaigns sponsored by the Government and other public and private organizations.

Another classic example of the impact of marketing comes from The National Institute of Health’s (NIH’s) National High Blood Pressure Education Program. One of the pioneers in health marketing, this program was established in 1972, when only about 50 percent of people with hypertension were aware of their condition.

By 1980, after 8 years of public education campaigns, almost three out of four persons with hypertension were aware that they had it--a 50 percent increase. During this same period, rates of hypertensive persons undergoing treatment rose one and one half times, and rates of hypertension control more than doubled.

Ask participants to provide additional examples of how the media has impacted public health and social issues.

MARKETING CHALLENGES

While there is no doubt that marketing programs can have a significant impact on reducing high-risk behaviors, we do face certain challenges. Some of these are shared with all health marketing programs; others are unique to this field.

A. Competition : Dozens of advertising messages bombard each of us every day. For example, the advertising industry in the U.S. accounts for nearly 3% of our gross national product with advertising expenditures in excess of $85 billion per year. "One beer brand alone can spend up to $1 million a day on

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advertising and promotion." These messages conflict with the messages of prevention programs.

Clearly, the budget of any of the top alcohol distributors is greater that the budge for most prevention programs for one year.

B. Complexity of Information : Health information in general is often complex and technical, and problems related to high-risk behavior is no exception. For example, the individual and societal factors indicating risk factors for young male adults is multifaceted, complicated, and not easily translated into an effective advertisement pitch.

C. Changing Knowledge Base : Information on high risk behavior (like other kinds of health information) may be inconclusive, controversial, contradictory and subject to change as new research findings are released. For example, early findings that marijuana was not linked to use of other illicit drugs have been contradicted by more recent studies.

D. Hard-To-Reach Audiences : Many of those most in need of prevention programs traditionally have been considered hard to reach. In the context of marketing, this means they are “hard to reach” by the mainstream channels that we use to reach general audiences.

E. Environmental Factors : Individual, adult decisions to use or not use alcohol or other drugs are subject to numerous social and environmental influences -- such as the easy availability of drugs. When marketing prevention programs, we must take these into account and seek to counter or even change them.

Summary: Marketing can be a valuable part of a prevention program, but like other health marketing programs, it faces certain challenges.

How do we deal with these challenges?

One approach to addressing these challenges is by drawing on theories and techniques from other disciplines, particularly social marketing.

SOCIAL MARKETING

What is social marketing?

We have seen that advertising and marketing are major industries in our society, accounting for billions of dollars in expenditures. Tobacco and alcohol beverage industries, among others, spend this money on sophisticated marketing strategies to persuade people to buy their products.

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These same marketing techniques can be used to discourage smoking and drinking and other drug abuse and high-risk behaviors. When commercial advertising techniques are adapted to marketing of health and social issues, the process is known as social marketing.

The idea of applying commercial advertising techniques to social and health issues, was suggested in the early 1970's by Philip Kotler. Social marketing was first applied in the prevention field by the National Institute on Alcohol Abuse and Alcoholism to dispel myths and misconceptions about the symptoms, risks, and treatment of alcoholism.

The key to social marketing is the audience.

Commercial advertisers do everything they can to find out about the potential consumers of their products and then design messages which appeal to their needs and wants.

Marketing, commercial or social, is distinguished from sales by its emphasis on the consumer. Traditional salespeople started with a product and then relied on a hard sell to convince people that they needed it and therefore should buy it. Marketers start with the consumer or audience, and then design products and a sales approach that will work with a specific group.

Instead of selling a tangible product, social marketers sell knowledge and awareness of health risks. They market the benefits of healthy behaviors, such as avoiding alcohol and other drugs or not drinking and driving, in ways that appeal to this target audience.

In prevention marketing, we too start with our audience. We assess their needs, desires, and perceptions. We then design our message about high risk behaviors based on the identified needs and perceptions, and suggest how people will benefit by taking the suggested action.

Information about the target audience includes not only needs and perceptions, but also knowledge, attitudes, and practices regarding the high risk behavior targeted in addition to values, age, gender, educational background, income, and cultural and ethnic background.

THE 4 P’S: ELEMENT OF A MARKETING PROGRAM

Let’s look at the elements of a marketing program:

The description of the target audience becomes the basis for making decisions about what message to communicate, how and where to communicate it, and what appeals to us. An easy way to remember these elements is to use four Ps: product, price, promotion, and place.

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1. Product : The product for the commercial marketer may be toothpaste or dog food. For Prevention Professionals it is the knowledge, attitudes, or behavior we want the audience to adopt.

2. Price : The price is what the individual must pay, give up, or risk in order to obtain the product. For toothpaste or other consumer products, the price is the monetary costs to purchase the product. In social marketing, the price is intangible. To obtain the benefits offered in a social marketing message (health, a drug-free lifestyle, a non-violent workplace), individuals may have to give up something they value (i.e., drinking, high fat foods, etc.). Or they will need to make the effort to change their behavior (buy and eat foods low in fat, exercise, curtail alcohol consumption) or risk losing something they value (health, life, positive work environment, job).

We try to find ways to lower the price by offering easy access (i.e. toll-free number), opportunities for skills development, and choices of alternative behaviors and activities.

3. Promotion : Promotion is the strategy used for persuading people to accept the price of the product. The potential problem may be that the benefit the target audience perceives may be different from the benefit we perceive. For example, we may be focused on the health of a soldier. This may not be as important to him/her as social acceptance. Promotion must be based on an appeal that is meaningful to the target audience.

4. Place : Place is the channel through which the message is delivered to the target audience. This may be the mass media; community programs; or services that are delivered through one on one contact, such as counseling.

Strategies for each of the four Ps should be determined by the target audience . In social marketing, the target audience is the central decision making point for all program planning.

THE NEW FIVE P’S OF MARKETING

In health education and promotion, social marketing is a tool to produce some kind of social change through the use of marketing techniques. These marketing techniques are also used by various industries with diverse products and services. When a business is positioning its product or service through the creation of a marketing plan, the plan typically includes elements of the four P’s: Product, Price, Place, and Promotion. The product in social marketing is the program. The Price usually refers to costs in terms of time, money, or other costs. Place is how the target population is able to obtain services. Finally, promotion is how the program is presented to the target population.

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According to Tom Patty, the traditional four P’s of marketing have become an outdated method for creating a marketing plan. Due to changing global conditions such as slowed economic growth, instability, and increased competition, the four P’s of marketing no longer adequately serve the needs of today’s businesses. Patty has constructed a novel scheme to create marketing plans for businesses using the “New 5 P’s of Marketing”: Paradox, Perspective, Paradigm, Persuasion, and Passion.

1. Paradox: According to the Oxford English Dictionary, paradox refers to “a statement or proposition which, on the face of it, seems self-contradictory, absurd, or at variance with common sense. Though, upon investigation or when explained, it may prove to be well founded or essentially true.”

In order to have paradox in your program, you want to be able to find an opportunity that will allow you to create a unique product, service, program, or other intangible and is the first of its kind. While it is important to maintain a global perspective, the details of the product, service, program, or other intangible should not be overlooked.

2. Perspective: With perspective, you want to be able to put aside your views on how something should be, and instead look at things from the perspective of the customer or target population. One of the first things to do is to ask yourself what business you are in. Once you know the purpose of your program, then it is easier to grasp the proper perspective. Two more questions are imperative to examine. First, you need to ask what need your program is satisfying for your target audience. Then, you must ask how is it that your program is able to satisfy those needs in a way that differentiates from competitors. These questions should be asked on a continual basis, not at a single point in time.

3. Paradigm: A paradigm is a model or example of how something is done. With time, paradigms change and so it becomes necessary to change the way you position yourself. For example, you may distribute a substantial amount of information on the harmful effects of marijuana, but if the use of methamphetamines is on the rise, you need to change your information distribution accordingly.

4. Persuasion : The Oxford English Dictionary defines persuasion as a way “to induce someone to think or do something.” In a social marketing program, the aim is to induce someone to change a certain behavior or belief. Three important things to keep in mind when attempting to persuade include: the credibility of the speaker, the message content, and the willingness of the audience to accept the message. In order to have credibility, you need to have built a foundation of trust with the audience. Building this foundation takes time, and in order to be persuasive, you will want to give your audience a reason to believe in your messages. The message should contain

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information relating to the need of the audience and how you can help with that need. The last aspect of persuasion involves the audience level of involvement. Effective messages are able to elicit an emotional appeal to the audience.

5. Passion : The final “P” is Passion. When passion is included in creating messages and materials for your program, product, service, or other intangible, you communicate your enthusiasm as well. This passion should help in not only changing a behavior or belief, but also creating a relationship with the audience as well.

TARGET AUDIENCE VS. AFFECTED POPULATION

Social marketing also adds another complicated twist. It draws the distinction between the target audience and the affected population. Like commercial marketing, the target audience is the group of people we select to receive the message so that they will eventually adopt some knowledge, attitude, or behavior; e.g. supporting curfews for teenagers, avoiding tobacco use, etc.

In some cases the target audience is the affected population. For example, if our social marketing campaign attempts to convince smokers to quit for the improvement of their health, the affected population is our target audience.

In other cases, we target an audience which is not necessarily the population directly affected by the problem. For example, a campaign might attempt to deliver a message to bartenders (the target audience) to call taxicabs for intoxicated patrons (the affected population) who will potentially be involved in auto collisions while intoxicated.

CHARACTERISTICS OF EFFECTIVE MESSAGES

Clear: Clarity is a function not only of language, but also of visual elements in your message.

Consistent: All of your messages should be consistent with each other, regardless of format, and with your program objectives.

Credible: You should use sources or spokesperson that your audience believes and trusts. Family or extended family members, peers, slightly older peers, successful role models are all possibilities for spokesperson. Again, careful audience research should be your guide. For some audiences, trust is a major issue.

Attention getting: Innumerable messages on a myriad of topics are a daily fact of life in our society. Your challenge is to break through the clutter of messages and gain attention.

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Persuasive: Messages work best when they persuade rather than preach at the audience.

Personally relevant: Messages should respond to audience needs and interests. For example, you probably should emphasize the immediate benefits of resisting drug use, rather than long-term health effects.

Appropriately appealing: Messages should be appropriate for your audience.

Culturally relevant: Culture often determines a person’s values and attitudes regarding health issues, responses to messages, and substance use.

SELECTING CHANNELS

In selecting channels--the routes or methods of message delivery--you will make choices about ways to reach your target audience. Decide on the channels you will use based on what you have learned about your audience. For example, you may have found which newspaper they read, what TV shows they watch, and which churches, agencies, recreation centers, and businesses serve the community.

Three major types of channels include: mass media, community, and interpersonal.

Mass media and print options include:

TV/RadioNewspapers/MagazinesFeature articlesNews itemsInterviewsCommercialsEditorialsDocumentariesCartoonsLetters to the editorStation breaksHealth/advice columns

There are some things to keep in mind if you are considering making use of mass media.

Advantages. Mass media can reach many people quickly; help to change and reinforce attitudes; and they can suggest an immediate action, such as calling a hotline. They can also demonstrate a skill, such as saying no to a drink.

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Disadvantages. Mass media have several drawbacks, however. They are less personal, intimate, and trusted than interpersonal and community channels; there is no opportunity for the kind of human, face-to-face interaction that is often needed when dealing with substance use/abuse related issues.

Please be sure to consider:

Television has potentially the widest reach but does not permit specific targeting as do some radio stations and magazines.

Radio is less expensive to use and offers the opportunity for audience involvement through call-in shows. Many radio stations appeal to a specific group in a community, e.g., Spanish-language stations, and rock music stations that attract teenage listeners.

Magazines and most newspapers can explain more complex issues and lend themselves to more factual, rationale messages. Newspaper headlines and photos, like TV and radio newscasts, can help keep an issue high on the public agenda if you coordinate with your installation Public Affairs Office. Mass media are limited by time and space restrictions. One news story may last just a few minutes during a 30-minute newscast. In fact, for a topic to even make it on the air in the first place, it has to be considered "newsworthy". And keep in mind that print ads are limited by the format, or by the size of the page. Mass media offer limited opportunities to communicate complex or controversial information. Also, when mass media channels are used, you tend to have less control over how the information is communicated to your target audience.

Community Channels include:

Grocery, convenience, and thrift storesLunch counters, dinersLaundromatsMovie theatersBasketball courts, bowling alleysChurches and other religious settingsHousing projectsAdministration for childrenWIC centers (Several military personnel low enlisted have gone to these centers)Health-care clinicsHospital emergency rooms

Studies of mass media campaigns have shown that the mass media are most effective at changing behavior when they are supplemented with interpersonal channels. These are channels that offer an opportunity for one-on-one communications. A school counselor talking with students is one example.

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Interpersonal Channels include:

Peer counselors Coaches talking to students School nurses counseling pregnant teenagers Parents discussing drugs with children Street counselors contacting homeless teenagers Hotline counseling and referral counseling runaways Criteria for selecting channels

So, how do you go about selecting channels?

You will want to answer certain questions about each channel and vehicle you are considering. Try to find out about these characteristics:

Reach and frequency. Credibility. Appropriateness to problem. Appropriateness to program purpose. Feasibility.

Use multiple channels! An important principle of substance use/abuse communication is to use as many different kinds of channels as possible. This will increase your chances of reaching your target audience repeatedly. Each exposure to a message reinforces its meaning. Ideally, you should use a combination of mass media, community, and interpersonal channels to take advantage of the strengths of each and to provide repetition and maximum exposure to your message.

Promotion Plan

The key to an effective promotion plan is understanding where and how one's program fits in the market of services available to the target audience (consumer). Start by answering these questions:

Find out who else in the community is offering similar services. Is it possible to work with them?

What does your program offer that no other program can offer the target audience?

Why does the target audience need this information/material? What will it help them do? How will their life/situation change as a result of interacting with your product?

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Then decide who could help and how you will work with them.

Health Communication Process

There are typically six stages in the Health Communication Process. These stages should be viewed as a continuum of planning and improvement. These steps constitute an ideal process, one that may require more time and more money than many installations/posts can afford. All of the steps may not be feasible, or in some cases they may not be essential. However, carefully following the steps in each stage of the process can make the next program phase more productive. In general, however, you must apply your professional judgment to decide which steps are appropriate for your particular program.

Stage 1: Planning and strategy selection

provides the foundation for the entire process investigating the problem identifying what communications can do to help solve the problem composing communications objectives deciding who is affected by the problem (target audience) setting up evaluation

Stage 2: Defining Messages, Selecting Channels

guided by decisions made in Stage 1 developing message concepts identifying message formats developing draft materials researching and selecting appropriate channels

Stage 3: Developing Messages, Materials and Pre testing

testing messages, materials with target audience revising

Stage 4: Implementation

launching working with intermediaries begin promotion and distribution track progress

Stage 5: Assessing Effectiveness

this is a continuous process happens throughout development cycle

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analyze collected data or results of measurements planned in Stage 1 prepare conclusions and recommendations

Stage 6: Feedback to Refine Program

gather useful information about the audience, the message, and channels

review program's intended effect prepare for new program cycle

While social marketing campaigns often rely on the use of mass media channels, it is more than mass media advertising. It involves identifying the needs of a specific group of people, supplying information so people can make informed decisions, offering programs or services that meet real needs, and assessing how well those needs were met. With some hard work, you can develop a successful and effective social marketing campaign.

The events that your community will participate in should be identified in the Installation Prevention Plan for the year.

This chapter is designed to provide a step-by-step guide to conducting a campaign, and to provide the new PC with information, ideas, and "how-to" suggestions. Remember, this is a guide; your campaigns should be tailored to your community with adjustments as needed.

Once you have identified what you want to accomplish and who should be actively involved in the implementation, the next step is to select the campaigns that best compliment your resources and community’s needs.

The following is a list of the more common major campaigns. You may prefer to implement others that are unique to your community. Each of the campaign descriptions that follow require different levels of planning and coordination.

DRUNK & DRUGGED DRIVING CAMPAIGN (3D MONTH CAMPAIGN) www.3dmonth.org

This anti-drunk driving campaign runs through the month of December and encompasses the entire holiday period. This campaign can be as expansive as your resources will allow. The following is a suggested planning schedule: 3D Campaign

MAY Draft your Operations Plan (OPLAN) or Letter of Instruction(LOI). This is an outline that describes the role of supporting community agencies (see Appendix at the end of this chapter).

http://www.3dmonth.org/

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Plan and conduct a meeting of the agencies cited to participate for coordination of their input, e.g., Provost Marshal, Safety, club system, marketing or services division, and ASAP. This document is accompanied by a letter; signed by the director of community and agency support.

Place all procurement requirements with your contracting division. Includes banners, buttons, balloons, T-shirts, and any other souvenirs you select. If you are coordinating with other community agencies, decisions about who will purchase what should be clearly spelled out at this time. You may need a memorandum of agreement.

JULY If you have the services of a marketing division, you should start to develop your marketing plan, which will basically cover the mass media in your community. If marketing services are not available, then you will have to do these tasks yourself. Find out the deadlines to submit copy to the various media. What are the requirements? Do they want it on a disk and/or hard copy? If you want graphics, will their organization do it, or will you have to? Will you write the copy or will they?

SUGGESTIONS FOR PUBLICITY

Newspaper articles Posters Ride cards Displays Public service announcements Holiday recipes (non-alcoholic

drinks) Fliers (handed out in

holiday costumes) Information booths

(Safety, MPs, HighwayPatrol)

Crashed auto display Prevention/Education

Clases Designated driver program Marquees Internet E-mails Addresses

SEPT Coordinate with chain of command and PAO to secure official’s signature on OPLAN. Advise Command of start and finish dates.

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If units/agencies have not scheduled education classes, call them, if you have time and space on your training schedule. Order Program Planner for 3D Month.

OCT Plan and conduct a final meeting with participating agencies to

include review of their initiatives. Submit copy or coordinate with agency responsible for media coordination. All procurement orders should be accounted for by this time.

NOV 1st week - Final coordination with media for activation of publication dates. Coordinate with MWR.

2nd week - OPLAN and community official’s letter in distribution.

3rd week - Ride cards, holiday recipes, posters, etc., distributed to units and community. Encourage a policy is in place that anyone under 21 do not get served alcohol. During this week MWR can implement their server program and ensure all individuals comply.Displays set up (may be scheduled at different intervals and different locations throughout the campaign).

Designated driver buttons in clubs and other locations, to include a central pick-up point for other participating establishments.

See format sample in the Appendix at the end of this chapter (DUI Prevention Campaign).

During the actual campaign, there still may be tasks to perform periodically, for example: move displays as appropriate; follow up with media to confirm publishing dates for ongoing publicity.

At the end of the campaign, after action reports should start to come in. You may have to make follow-up calls for the ones that are particularly important, for example, the police traffic report (DUIs) for the campaign period.

JAN Compile after action report (See the Appendix at the end of this chapter).

FIRST NIGHT

First Night is an alcohol free New Year’s Eve celebration. The event can be targeted for the youth and/or adult population in the community.

Depending on the demand for facilities in your community, reservations may have to be made as early as a year in advance.

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Since this is also a time of heavy demand for/entertainment, you will have to determine how far in advance to book. Your resources determine the type of entertainment.

JAN Begin recruitment and coordination of participants.

MAY Begin screening for potential participants.

JUNE Final decisions on First Night participants. Planning meeting for all participating agencies. Delegate responsibilities, form committees, establish periodic planning meeting schedule.

JULY Place procurement orders for decorations, party favors, etc.

SEPT Publicity coordination (writing articles, etc.).

OCT Place order to have tickets and/or invitations printed. Thenumber is determined by the target population.

NOV Follow up on supplies if they are not yet in. Meet with publicity managers, if you are going to advertise and offer tickets to public.

DEC Publicity starts, stressing alcohol free theme. Tickets go on sale. Meet with caterers for food and beverage selections.

4th week - Provide approximate numbers to caterer. One to two days prior the celebration, decorating the facility should start, depending on facility availability and extent of decorating to be done.

The Moral Welfare Recreation (MWR) club system, or local non-military community groups may sponsor this event. Therefore, some of the planning would be handled by the sponsoring activity. Your actual degree of involvement in the implementation will depend on these factors. (Deleted or by youth activities)

DRUG AND ALCOHOL AWARENESS WEEK

This event usually occurs during the first or second week in March. The activities for this week are usually centered in the schools, however, wider community involvement is encouraged. Your local Parent-Teachers-Student Association (PTSA) may have a publication issued by the National Association on this event. The publication cites other successful programs and contains helpful suggestions on planning your own program. You may also get valuable information and help

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from your local chapter of Students Against Drunk Driving (SADD) or from their website: www.sadd.org

The school guidance counselor or a school representative should be included in the planning. If there is an Adolescent Substance Abuse Counseling Service (ASACS), contact them. Representative in your area schools, include this person in the planning as well.

JAN Meet with your local PTSA president to solicit financial and other support for special events, such as prizes for contests or refreshments.

Meet with school personnel to make sure this event is not in conflict with any other activity such as testing, etc. Review agenda with school representative.

Make initial contact with other participants on your agenda and delineate expectations. Secure agreements to participate with guest speakers, panel members, etc.

Reserve facility, school auditorium, Youth Activities gymnasium, etc.

If you are planning an essay contest, poster contest, etc., meet with the classroom teachers who can incorporate these activities into their lesson plans to ensure maximum participation by students. Select a theme.

Coordinate with Post Exchange and Commissary managers to display artwork from the poster contest during the campaign week.

FEB Write an article for local newspaper outlining the week's program. Publicize prizes offered for the poster and/or essay contest winners, and give recognition to the sponsors of the events. The article should appear approximately one week before the event.

The 2nd week - Coordinate with the school to do a mailing to each parent with a student enrolled, inviting them to the panel presentation (held during Drug and Alcohol Awareness Week)

.The 3rd week - Arrange to have the posters and or essays judged.

Last week in February - Coordinate the presentation of contest winners with school activities as an add-on to the in-school program (most schools have a weekly assembly format of some kind).

http://www.sadd.org/

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MAR Coordinate the display of the winning posters and other entries as suggested.

If time permits, have the winning essay read and the prize awarded on the evening of the Panel discussion. If this is not possible, alternatives are to have the student read his essay over the school's PA system and/or have the essay published in the school or local community paper.

SUGGESTED PARTICIPANTS FOR PANEL:

Child Psychiatry Pediatrics (Adolescent MedicineSpecialist)

Drug Abuse Resistance Education (DARE) Adolescent Substance Abuse Counseling Service

(ASACS) School Health Nurse Community Health Nurse Provost Marshal Alcohol and Drug Abuse Prevention and Control

Program (ASAP) Criminal Investigation Division (CID) Family Advocacy Program Manager

The panel presentation can be conducted in the evenings, geared towards parents, and during the school day for students. This panel format is suitable for both high school and middle school audiences.

After the week’s activities, write thank-you letters to all participants and financial supporters. Have the letter signed as high up the chain of command as appropriate. Send the letter through the participant’s chain. This formal recognition goes a long way when you request their participation again.

ALCOHOL AND DRUG FREE GRADUATION PARTIES

High school graduation dates range from early May to mid to late June. Planning should start about 90 days prior to your target date. You may need less planning time depending on what the resources are, meaning who's paying for this event?

MAR Coordinate with planning committee. Members may consist of Senior Faculty Advisor, Youth Activities Director, ASACS, interested parent volunteers, sponsors and other personnel as required, to include student representatives.

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Reserve facility (depending on the community, consider that this may have to be done much further in advance).

Establish contract with band or disk jockey (DJ).

Establish contract with caterer, or decide on alternative food arrangement.

APR Print tickets or invitations.

Solicit chaperones.

Publicity to include alcohol and drug free information.

MAY Decorate the facility the day of or the day before the event, use the same facility as during the Red Ribbon Campaign depending on facility availability.

SUMMER SENSE

This Driving While Intoxicated (DWI) campaign runs from the day before Memorial Day to the day after Labor Day, and is managed in the same way as the 3D Campaign. This campaign can be as expansive as resources allow. The advantage to this campaign is the season. It lends itself to no cost participation by units and other organizations.

ADDITIONAL SUGGESTIONS FOR SUMMER CAMPAIGNS:

Fun runs coordinated by the units, outdoor recreation, or other agencies. Volksmarches Unit competitions with Battalion Commander or Company Commander

offering passes, etc. for units or platoons with no DWIs. Classes on safe boating (geographic specific). Pass out fliers to each auto entering the base.

The same format for the OPLAN or LOI should be followed, making changes as appropriate from the 3D Campaign OPLAN.

JAN Draft OPLAN

Coordinate planning meeting with participating agencies.

Place procurement requirements with contracting division.

FEB Plan publicity campaign, considering deadlines for localmedia publications.

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APR Coordinate to secure Commander’s signature on letter to community.

Follow up on supplies ordered if not yet received.

MAY 1st week - Coordinate with media for publication dates.

2nd week - OPLAN in distribution.

3rd week - Support materials to units and other agencies.

4th week - Set up displays.

Kick-off article should appear in local paper.

Make other adjustments as necessary—move displays, have periodic juice bars to accompany community events, especially after fun runs, etc.

SEPT After action reports should start to come in.

OCT Compile an after action report. You may want to consider a follow-up article to the local newspaper on how DWIs fared during the campaign, or a human-interest story related to the campaign.

RED RIBBON CAMPAIGN www.redribboncoalition.org

The dates for this campaign are set by the Federation for a Drug-Free America (FDFA), occurring in the last week in October. This campaign comes pre-packaged by the corporate headquarters. Depending on your resources, you can order pre-printed materials, T-shirts, banners, and red ribbons. If you are in the OCONUS arena, order EARLY.

APR Review resources. You may want to solicit support (in accordance with community regulations). Order supplies that will be needed.

MAY Form a planning committee, usually comprised of other agency representatives and volunteers. If you have never conducted this campaign, educate your committee on how this fits in with the overall community prevention plan. Educate them on the origin of Red Ribbon Week. You want them to be as knowledgeable and as enthusiastic as you are about this project.

http://www.redribboncoalition.org/

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JUNE June should mark the kick off for your monthly planning meetings. Brainstorm about participation in community activities. There is usually a national agenda, but you will want to tailor it to what will work in your community. Solicit a volunteer to coordinate this project. This individual can track supplies, work out distribution schemes, or be in charge of other volunteers who can cover aspects of the campaign.

Start to plan publicity. Again, if you don’t have access to publicity planners, you will have to do it yourself. By now, you should be familiar with the deadlines for the local media. The campaign logo is designed by FDFA; you can start by creating your community posters using this logo.

JULY Your committee should have an idea of the program for the week’s activity by this time. It is necessary to make contact with other agencies that will be involved, such as chapels, youths services, schools, Army and Air Force Exchange Service (AAFES), commissary, clubs, or recreation services. You will be in the position of sharing your suggestions and ideas, and asking for their support and cooperation. Be flexible, it may be necessary to adjust to what they can accommodate.

AUG By now you should know what agencies will conduct/ participate in which activities. You may want to consider writing a proclamation for the Community Commander to sign. This should be a part of your publicity campaign. Final design considerations should be made for our community poster and fliers with week’s activity outlined.

SEPT All supplies ordered should be accounted for or followed up. Committee meetings should focus on delegating tasks, including decorating community, distributing ribbons, manpower for displays, information booths taking down ribbons after campaign, etc.

OCT 1st Week - Follow-up with publicity for campaign kick-off

2nd Week - Pick up all coy for publicity, activate dissemination scheme for posters, ribbons, etc.

3rd Week - Volunteers all have equipment for community decorations and assignments.

4th Week - RED RIBBON WEEK

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RADAR NETWORK - COMMUNICATION, CONNECTIONS, EMPOWERMENTAre you aware that you have immediate access to a substance abuse prevention and treatment resource that extends across State lines, and even oceans? Did you know that housed within your State are centers that belong to a network that blends knowledge and experience from Federal, State, Community, and International substance abuse professionals? This far-reaching resource is the Regional Alcohol and Drug Awareness Resource (RADAR) Network. The MissionThe mission of the RADAR Network is to strengthen communication, prevention, and treatment activities so that a broad range of organizations can communicate and help each other prevent substance abuse problems. What is the RADAR Network?The RADAR Network is sponsored by the Center for Substance Abuse Prevention's (CSAP) information component, the National Clearinghouse for Alcohol and Drug Information (NCADI). The Network transforms communication, connections, and empowerment into action through its collaboration, knowledge exchange and transfer, and enthusiastic commitment to reducing the prevalence of substance abuse worldwide.

Collaboration and communication are the keys to keeping the national and international prevention community informed about the latest regulations, alcohol and drug use, scientific findings, campaigns and materials, and other resources. What are the unique services provided by the RADAR Network?The RADAR Network Centers gather, share, and exchange information responding to both the immediate and the long-term substance abuse prevention needs of their communities and operate as an integral part of NCADI's distribution system. Through its close relationship with NCADI, the RADAR Network receives a wealth of information, materials, and resources that enable it to provide and coordinate prevention outreach to special populations and regions while concurrently addressing their own unique needs within the State by tailoring national resources to the values, beliefs, and cultural norms of their constituency.

For CSAP, the RADAR Network provides the "eyes and ears" from diverse segments of the substance abuse field. Network members provide invaluable ideas and insights both to CSAP's program planning (by proposing and reporting areas of need) and to the CSAP materials development process (through pretesting and otther review processes in various stages of materials development). Materials, campaigns, and initiatives that are developed in this collaborative manner have much greater local ownership and utility than "handed-down-from-the-top" initiatives. Network Centers agree to be easily accessible channels for the dissemination of new prevention messages, materials, and initiatives. Overall, the RADAR Network contributes significantly to

http://www.samhsa.gov/csap/index.htm

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making prevention work in communities by:

--- Reducing overlap between Federal and State efforts;--- Increasing efficiency in information/knowledge exchange and transfer; and--- Creating stronger linkages between Federal, State, and community-based prevention efforts. --- Department of Education Regional Training Centers; and--- National, international, and local organizations supporting substance abuse prevention activities.

The Regional Alcohol and Drug Awareness Resource (RADAR) is a network of:

State clearinghouses Prevention resource centers Information centers of national organizations Department of Education regional training centers Community-based organizations Task forces, prevention programs, parent groups

RADAR Network Centers:

Specialty Centers Operate at the national level Link to resources Referral capacity Individual area of expertise State Centers Operate at the state level Maintain resources for distribution and circulation Associate Centers Operate at grass roots level Distribute resources to the community Participate in local ATOD/Risk Reduction efforts

The Army Center for Substance Abuse Program has been designated as an Army/Military Associate Specialty Center for the RADAR Network. For information on how you can become an Army/Military RADAR Associate Specialty Center, please visit the ACSAP website’s Drug Demand Reduction section or contact the Prevention/Education and Training Branch (DSN) 761-5579, (COM) 703-681-5579.

CAMPAIGNS -APPENDIX Page 98

3D CAMPAIGN OPLAN(1 Dec to 31 Dec)

1. The annual 3D Campaign will be conducted in the communities from 1 through 31 December of each year.

2. The campaign goal is to prevent fatalities, injuries, and DUIs by drunk drivers during the upcoming campaign.

3. Your support as commanders, managers, and supervisors is needed more than ever if the 3D Campaign is to be successful.

4. The campaign will target soldiers, family members, and civilians.

5. In support of this campaign, the following operation plan will be followed:

a. Commanders:(1) Emphasize the 3D Campaign.(2) Schedule awareness training and safety briefings

emphasizing the dangers of drinking and driving.(3) Publicize your unit’s care plan for assisting soldiers who

find themselves in situations that could lead to driving after drinking.

(4) Offer incentives to units with best anti-drunk driving campaign.

b. Alcohol and Drug Abuse Prevention and Control Program Division (ASAP):

(1) Provide training to commanders.(2) Ensure all individuals involved in alcohol related traffic

incidents and/or apprehended for driving under the influence are referred and evaluated for treatment.

(3) Distribute buttons, posters, fliers, and other materials as available.

(4) Provide assistance with training support when requested, such as lesson plans or educational materials.

c. Provost Marshal (PM):(1) Coordinate enforcement actions with local police.(2) Maintain statistics on all alcohol-related incidents, with

emphasis on specific beginning-hour and ending-hour of the given holiday period.

(3) Provide training on breath testing equipment, field sobriety testing, and other methods of detecting, apprehending, and drivers handling intoxicated.


(4) Increase enforcement to deter and/or apprehend drinking drivers.

(5) Offer Blue Light Taxi Service.

d. Safety:(1) Coordinate with ASAP to combine winter driving safety

and anti-drunk driving training for unit briefings.(2) Coordinate actions with PM, Public Affairs Officer (PAO),

motor pools, and local police force.(3) Encourage commanders to establish and support a

soldier care plan for their unit, to include the use of Blue Light Taxi Service, designated drivers, and local taxi service for intoxicated soldiers.

(4) Distribute anti-drunk driving materials that emphasize the consequences of drinking and driving.

a. Public Affairs Office:(1) Publish articles focusing on the dangers of drinking and

driving.(2) Issue releases to radio stations that provide awareness

about the dangers of drinking and driving and highlight special events within Fort Prevention.

b. Community Operations Division and Officers/NCO and Civilians Club:(1) Advertise designated driver program in clubs.(2) Coordinate with ASAP to provide Alcohol Servers

Intervention Program (ASIP) training to employees.(3) Advertise availability of specialty non-alcoholic

beverages.(4) Have Blue Light Taxi Service and local taxi phone

numbers readily available at all clubs.(5) Refuse further alcohol service to intoxicated persons.

c. Community Recreation Division:(1) Program non-alcohol related recreational activities.(2) Include military units and community agencies in program

development and service delivery.(3) Encourage skill development in leisure programs.

d. Marketing and Advertising:(1) Support ASAP with overall marketing strategies.(2) Complete after action report to include completed

initiatives for the ASAP.


6. Execution:a. The Alcohol and Drug Control Officer (ADCO) is the principal staff

officer responsible for development and coordination of this annual campaign. Public Affairs, Safety, Provost Marshal, Community Recreation Division and Community Operations Division will support and assist in the implementation of this plan.

b. Each battalion, company, or agency will designate a POC for the 3D Campaign. The POC is required to complete a report for their BSB ASAP not later than 15 days following the close of the campaign. (See format sample in this Appendix.)

c. The after action report will consist of Driving While Intoxicated (DWI) and Alcohol Related Traffic Accidents (ATA) statistics, including battalion, company, or agency initiatives, special events, areas of concern implementing the 3D Campaign and training presented in education and prevention of driving after drinking.

7. This MOl expires on .

8. The DCTO control # is _____ .


(SAMPLE FORMAT)

DWI PREVENTION CAMPAIGNPHASE 1

21 OCT-8 NOV 2000

ASSIGN RESPONSIBILITIES

COORDINATE ACTIONS

INITIATIVES:

SIGNIFICANT ACTIONS

1. DISTRIBUTE COMMANDER’S PREVENTION CAMPAIGN POLICY MEMORANDUM OUTLINING COMMUNITY GOALS AND ACTIONS REQUIRED.

2. DISTRIBUTE COMMANDER’S MEMORANDUM AND PACKET TO ALL SENIOR COMMANDERS.

3. PM WILL COORDINATE INCREASED LAW ENFORCEMENT DETECTION METHODS.

4. PAO WILL DEVELOP AND COORDINATE PUBLICITY EFFORTS.

5. OD WILL DEVELOP AND COORDINATE DESIGNATED DRIVER PROGRAMS IN ALL CLUBS.

6. ADCO WILL COORDINATE SPECIAL ACTIONS WITH UNITS, SCHOOLS, AAFES, AND RECREATION DIVISION ACTIVITIES.


(Sample Format)

DWl PREVENTION CAMPAIGN

PHASE II

9-22 NOV 2000

INITIATIVES:

CONDUCT PUBLICITYCONDUCT EDUCATION/TRAININGIMPLEMENT UNIT PROGRAMS

SIGNIFICANT ACTIONS

D

1. COMMANDERS DEVELOP UNIT PREVENTION CAMPAIGN PLANS OUTLINING GOALS, EDUCATION ACTIVITIES, SPECIAL EFFORTS, AND DESIGNATE PROGRAM POC.

2. BATTALION COMMANDERS PREPARE AND SUBMIT BA1TALION CAMPAIGN OPLANS.

3. DISTRIBUTE INSTALLATION/COMMUNITY COMMANDER’S CAMPAIGN MEMORANDUM.

4. CAMPAIGN EDUCATION WILL BE PROVIDED BY ADCO, PM, SAFETY, AND UNIT PERSONNEL TO ALL UNITS.

5. UNIT CAMPAIGN PLANS WILL BE PUBLICIZED AND IMPLEMENTED IN INDIVIDUAL UNITS.

6. PAO PUBLICITY WILL COMMENCE WITH SPECIAL EMPHASIS ON PROGRAM GOALS, LEGAL CONSEQUENCES, AWARDS PROGRAM, AND DESIGNATED DRIVER CAMPAIGN.


(Sample Format)

DWI PREVENTION CAMPAIGN

23 NOV 2000-5 JAN 2001

GOALS:

ZERO ALCOHOL RELATED FATALITIESREDUCE THE NUMBER OF ALCOHOL RELATED TRAFFIC ACCIDENTS TO (ENTER #)INCREASE UNIT PREVENTION EFFORTS

6-31 JAN 2001

CONDUCT PROGRAMEVALUATION

23 NOV-5 JAN 2001

CONTINUE PUBLICITY SUBMIT AAR

9-22 NOV 2000

DEVELOP INITIATIVES

CONDUCT PUBLICITY

CONDUCT EDUCATIONTRAINING

CONDUCT INSTALLCOMMUNITY/UNITDETERRENT ANDPREVENTION ACTIONS

INITIATE AWARDPROGRAM

ASSIGN RESPONSIBILITIES

COORDINATE ACTIONSIMPLEMENT UNITPROGRAMS

INITIATE INCREASED LAWENFORCEMENTDETECTION MEASURES

21 OCT-NOV 2000


(Sample Format)

DWI PREVENTION CAMPAIGNPHASE IV

JAN 2001

INITIATIVES:CONDUCT PROGRAM EVALUATIONSUBMIT AFTER ACTION REPORTINITIATE AWARDS PROGRAM

SIGNIFICANT ACTIONS

1. ADCO, PM, AND SAFETY OFFICE WILL COMPILE STATISTICAL DATA.

2. ADCO WILL COORDINATE AFTER ACTION REPORT.

3. ADCO WILL DEVELOP AN END OF PERIOD CASE STUDY PROFILE.

4. SAFETY WILL PREPARE AND DISTRIBUTE AWARD CERTIFICATES TO APPROPRIATE UNITS.

10RECORD KEEPING

If you don't know where you're going,you'll probably end up somewhere else.

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INTRODUCTION

Where are you on the following continuum?

I LOVE I LIKE NEUTRAL I DISLIKE I HATE RECORD KEEPING

Somewhere between like and neutral seems to work the best. Loving record keeping is fine, except that some PCs in this category wind up with little time to do the things that need records (presentations, classes etc). Hating record keeping can also cause lots of problems. PCs who hate record keeping often tend to spend little time doing so, and those who do spend time may have little motivation to spend a lot of time ensuring the accuracy of said data. In short, the more to the right you tend to move on this continuum, the less reliable your statistics and records tend to be.

In order for record keeping to be rewarding, you need to do three things: satisfy the record keeping needs of others, satisfy your record keeping needs, and still leave enough time to do everything you want to keep records on.

SATISFYING "THEM"

A. What do others need from you? INFORMATION. They need information that describes your program. This is so they can understand what you’re doing. Information that shows you’re accountable, that you do what you say you will do; information that allows them to make decisions about your program, e.g. how to rate it, whether to fund it, if they should join with you in a multi agency project, etc.

B. Who are the “others” that need this information from you? The installation, the MACOM, ACSAP, the community, other agencies, or people who may work with you or use your services need this information.

C. Where is this information going to come from? It will probably come from DA Form 3711, Resource and Performance Report (for more information on the DA Form 3711 see the “Guide to Completion of ADAPCP Forms” on the ACSAP web site (www.acsap-army.org) located in the “DAMIS” section); the completion of this form is required of all ASAPs. If the information requested is not covered by the 3711 data, then the PC must keep supplementary/feeder records. Before considering the extra records, let’s look at the 3711 and see if some of this data can do "double work."

D. Let’s examine the 3711. One of the limitations of the 3711 is that it is geared to the "big picture." Many of the questions you’re asked may have to do with smaller categories embedded in the larger ones of the 3711. For example: Education and Training section includes a number of different and important


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classes that a PC needs to track—Unit Prevention Training, Commander Training, Supervisor Training. These can be broken out of the larger figure. To illustrate this, FIGURE 1 is an example from the field:

SECTION III - MILITARY/CIVILIAN EDUCATION AND TRAINING

LINE TYPE OF DRUGNUMBER

OF CLASSES

TOTAL NUMBER OF STUDENTS

TOTAL NUMBER OF

CLASS HOURS1. Commander and Staff Training 7 140 152. Civilian Employee Supervisor Training - - 03. Unit Prevention Education 12 755 264. Community Prevention Education 7 3809 145. Alcohol/Drug Prevention Training (ADAPT) 1 24 166. Other Prevention Education 13 507 217. Total 40 5235 92

Each of the above entries represents a class or presentation, and has accompanying signed attendance rosters to verify the numbers. These reporting sheets and accompanying rosters are filed and kept an appropriate length of time. This method of record keeping allows for easy retrieval and solid documentation. With this quick access to the monthly figures, additional data requirements become easy to meet.

SATISFYING YOU

A. What do you need? You need information just like anyone else, except you need more.

(1) Demographic Information: The 3711 and the supporting attendance rosters supply you with most of this. For example, you may want to know if you’re reaching more officers than enlisted. Your attendance rosters should include rank, so you can go back and pull out that information. If rank is not included on the rosters, and this information is important to you, then you should consider collecting this data in the future. This brings us to the single most important labor saving strategy in record keeping:

Collect ONLY data that there is an immediate use for (either yours or someone else's). RESIST all temptation to collect information that "might be helpful later on."

The corollary of this is; continue to reevaluate the information you are collecting. If the data is providing you with minimal information, or if the data is no longer important to your goals, seriously consider dropping it from your data-gathering system.

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(2) Process Information: This is NOT included in the 3711. The 3711 may tell you who came to your class, but you need to know what happened DURING the class. What worked for your audience and what didn’t? This can be difficult because it’s hard to hear some of the negative things they may say. BUT IF YOU DON’T HEAR THE NEGATIVE, IT’S GOING TO BE NEARLY IMPOSSIBLE TO IMPROVE. On the other hand, you must allow them to say positive things as well. You need both positive and negative feedback to know how to adjust. And be prepared to get positive and negative feedback on some of the same parts. Your more dynamic presentations are probably the ones that will get strong feedback in both directions. This guides you not to eliminate the section, but to see if adjustments might be made to keep the parts that are turning people on while eliminating the parts that are turning them off. Be sure to ask about how you teach (e.g. lecture, discussion, exercises), as well as what you teach (e.g. alcohol, illegal drugs, values clarification). Finally, leave adequate space and time for your students to fill out a comment section. While this can’t be quantified, it can be kept and used later in your reports as quotes illustrating your points.

Most of your process data tend to be attitudinal. For example, "What do you think of this part of the class?" or "Do you consider substance

abuse to be a risk to your health?" This data helps us to not only evaluate how well we reached the audience with our "message" (substance abuse is maladaptive for your needs and desires), but whether the audience has taken it to heart. For example, you may teach your audience all about the negative consequences of excessive alcohol use, but unless they embrace the attitude that "excessive alcohol use is bad for me personally," you’ve made little progress.

(3) Outcome Information: When we are measuring behavior outcomes immediately following class, we are usually measuring intention. Follow-up then becomes critical to see what actually happened to these intentions.

B. How do you analyze this information? For the complete discussion of data analysis see Chapter 11, Evaluation. An important part of the data analysis is comparison. Numbers by themselves may not show you much, in fact, they can mislead. For example, you can pretty up your numbers with fancy graphs and charts and look good, when in fact, compared to last year, you had an off year. If you don’t show last year’s figures, who‘s to know? Answer: You know. And if you don’t find out why the numbers dropped this year, they’ll probably drop again next year. You should be keeping at least three sets of comparison data:

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(1) Scheduled vs. Attended: You had 30 people show up for your Supervisors Workshop. Sounds good. It is good, if you had 31 people scheduled to attend. It’s not so hot if you had 97 people scheduled. If your no show rate, adjustments must be made or your resources; classes are going to have to be made up, some people who need the classes may never get in, etc. Figure 6 below shows scheduled vs. attendance data by quarter for the year.

(2) Eligible vs. Attended: Last year you trained 48 Commanders. Again, this sounds good if the number of Commanders on your post needing this training is 50. If the number of Commanders who need this training is 160, it is not good at all. Why aren’t you reaching these Commanders? It could be something you’re doing, in which case, you need to make adjustments. It could be a lack of command support. In that case, you need to take this data tot he appropriate spot in the chain of command and solicit the support you need to raise these figures. Without this comparison data, you'll probably have 47 Commanders attend next year.

(3) Time Comparisons: As previously mentioned, historical data is a great help to perspective. How much historical data do you keep? It depends on your individual situation. In general, we would recommend five years. It covers a soldier’s your of duty and a little bit extra (this protects you from soldiers claiming they’ve had this training” a couple of years ago when they haven’t.) Five years also gives you a good pattern or trend-more detailed and informative than a crowded and confusing than longer time frames can be.

These basic data comparisons help put your numbers in perspective. Your next step is deciding from these numbers whether or not you are reaching or making progress toward your prevention education goals. Chapter 11, Evaluation, should help in making this important step.

11 EVALUATION

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Don't put your faith in what statisticssay until you have carefully

considered what they don't say.

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INTRODUCTION

The process of developing a comprehensive prevention program plan involves the following elements: Assessing the community’s readiness for change (situational analysis) Identifying key problem areas Identifying support mechanisms to be developed and acknowledging those

that are successfully working at present

Once you have completed these tasks (see Chapter 4 on Needs Assessment for guidance), you can begin to formalize your prevention education program/plan.

The first step is to develop a shared vision, mission and goal.

Briefly, the shared vision statement serves as the installation philosophy for prevention. It helps the installation prevention professionals identify and work towards a common cause.

The program mission statements defines the program goal and helps direct the planning. The mission statement includes: Who you are (i.e., The Installation Prevention Team) What you will provide The target audience What the program is intended to accomplish (the purpose)

The purpose is essentially the program goal.

In order to determine if we have indeed accomplished our goal, we need to look at some formal, organized methods for determining the effectiveness of the prevention education program. This is evaluation.

WHAT IS EVALUATION?

Evaluation basically looks at the following: What have we done? Did we do what we said we were going to do? How did we do at it? SO WHAT?

There are primarily five types/dimensions of evaluation. Each serves a different purpose and requires varying amounts of technical expertise and time to implement. Be sure to keep them in mind as you are developing the evaluation methodology for your prevention programs.

Formative evaluation asks what the extent of the problem is, reviews the demographics of the problem, and examines knowledge, attitudes and practices,

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and contributing influences; formative evaluation consists of the steps we take to maximize our success BEFORE implementation of the program.

Process evaluation asks who was the targeted audience and did they participate; what demonstrated that the planned activities were carried out.

Outcome evaluation addresses the results of the program and measures the effects on the target population; it measures short-term change by program participants.

Impact evaluation measures the long-term change produced by the overall prevention program; unintended program effects are also examined.

Efficiency evaluation assesses whether or not resources (manpower and fiscal) are being used most effectively.

As you are developing your prevention programs, begin to think about ways in which you can incorporate these levels of evaluation. Depending on who your audience is, having answers to these questions will assist you in justifying your request for additional staff, program funds, materials, etc.

In order to maximize opportunities to evaluate your prevention program, there must be a simple way of conceptualizing the WHAT, WHO and WHY of the program: the Program Logic Model Methodology offers that.

WHAT IS A LOGIC MODEL?

A logic model:

Develops understanding about what the program is, what it expects to do, and what measures of success it will use.

Helps monitor progress so that successes can be replicated and mistakes avoided

Serves as evaluation framework, identifying appropriate evaluation questions and relevant data that are needed

Helps reveal assumptions that support planners being more deliberate about what they are doing and identifies assumptions that may need validating

Helps to restrain over-promising, allowing planners to realize the limits and potential of a single program

Promotes communications useful in portraying and marketing your program

In order to build a useful logic model, you will need to answer the following questions about the program:1. What are the risk and protective factors to be addressed? (the goals)2. What services and activities will be provided? (the strategies)3. Who will participate in or be influenced by the program? (the target group)

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4. How will these activities lead to expected outcomes? (the Theory of Change)5. What immediate changes are expected for individuals, organizations, or

communities? (the short-term outcomes)6. What changes would the program ultimately like to create? (the long-term

outcomes)

Let’s take a look at each of these steps in greater detail.

1. What are the risk and protective factors to be addressed? (the goals)

The first thing you will need to know is what risk and/or protective factors you plan to address. Research has shown there are a number of risk factors that increase the chances of adolescents developing health and behavior problems. Equally important is the evidence that certain protective factors can help shield youngsters from problems. If we can reduce risks while increasing protection throughout the course of young people's development, we can prevent these problems and promote healthy, pro-social growth.

If you have done a needs assessment, prioritized your needs, and identified resources, you should have a good idea about the goals that are important for your program to address (see steps 2,3,& 4).

2. What services and activities will your program provide? (the strategies)

What are the activities involved in your program? That is, what will you actually be doing? It is very important to specify what activities you plan to do: A program that isn't implemented in the way it is planned is not likely to lead to the expected program outcomes. When writing down your planned activities, try to answer the questions: "what are we going to be doing" and "when and how much are we going to do?" What you do may include such things as: screening at-risk soldiers, providing weekend activities, delivering an educational curriculum, circulating red ribbons, writing letters to commanders and other key stakeholders, hosting a community march, and so on. "When and how much" refer to when the program or activities will be delivered (every Saturday for 3 hours, a week for 3 hours each day, etc).

3. Who will participate in, or be influenced by, the program? (the target group)

The next important question is to whom is the program being delivered? That is, who is the recipient of your program, or whom do you expect to be influenced by your activities? If you are using the best practices guide, this may help you determine which groups are most likely to be influenced by your chosen strategy. You should also know whether the strategy you've chosen is universal, selective, or indicated, according to the Institute of Medicine (IOM 1994) classification of disease prevention. The IOM model divides the continuum of care into three parts: prevention, treatment, and maintenance. The prevention category is

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divided into three classifications--universal, selective and indicated prevention interventions, which replace the confusing concepts of primary, secondary, and tertiary prevention. Although the IOM system distinguishes between prevention and treatment, intervention in this context is used in its generic sense and should not be construed to imply an actual treatment protocol.

4. How will these activities lead to expected outcomes? (the Theory of Change)

The next step asks you to identify the assumptions underlying your program. That is, it asks you to think about why and how program activities are expected to lead to the desired outcomes. A very common problem in prevention programs is when the chosen program activities and strategies do not lead logically to the goals or outcomes that the program would like to achieve. That's why we recommend thinking through the assumptions of why and how you expect your program to lead to the desired changes. What are the steps that turn inputs into outputs into outcomes? You might think about this as a series of "if-then" relationships. When developing your map or logic model, think about the underlying assumptions. Are they realistic and sound? What evidence do you have to support your assumptions?

5 & 6. What are the program's short and long-term goals/outcomes?

Short-Term Outcomes are the immediate program effects that you expect to achieve soon after the program is completed. For example, a parent education program is expected to improve the parents' family management skills.

Long-Term Impacts, on the other hand, are the long-term or ultimate effects from the program. Let's follow our parent education program example one step further. We attempt to improve parents' family management skills, the immediate outcome, because we believe that improving parents' family management skills will ultimately help prevent or reduce their children's drug use, the long-term impact. However, research shows us that many factors (e.g., knowledge, attitudes, policy) must change, and much time must pass before we can detect any changes in the ultimate impact on drug use.

Issues in Defining Outcomes/Impacts

There is no right number of outcomes/impacts. The number of outcomes/impacts selected by your collaborative will depend upon the nature and purpose of the collaborative, resources, size, and number of constituencies represented.

The more immediate the outcome or impact, the more influence the program has over its achievement. In a parent training program, changes in participants' knowledge about substance abuse can be largely attributed to the education and training provided by the program.

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Conversely, the longer term the outcome or impact, the less direct influence a program will have on its achievement and the more likely other extraneous forces are to intervene. The extent of the final impact of decreased adolescent ATOD use is influenced by a variety of factors in the sociocultural, political, and economic environment.

Because other forces affect an outcome/impact doesn't mean it shouldn't be included. Despite the influence of other factors on ATOD use, the program may wish to measure and track these outcomes/impacts in order to understand the rates of use in the community, and what effects a confluence of factors, including the specific program being implemented, may have on overall rates of use.

Long-term impacts, however, should not go beyond the program's purpose or target audience. Think about what the program is designed to do—where its influence is likely to be felt—and focus the measurement at that level. Likewise, keep the measures focused on the targeted audience. In the above example, reductions in ATOD use by the children of the participating parents were expected to change for those specific children, not for the city as a whole.

Confusing Outcomes with Outputs. Another common problem in thinking about program goals is confusing "outputs" with "outcomes." This is an important distinction. It is important to have goals about how many outputs your program will achieve: how many clients served, how many teachers trained, how many community events implemented, etc. These are what we might call "implementation goals": the program's goal for how much or how many events or activities are experienced. If your program doesn't successfully provide services, train teachers, or host events, then it is impossible for your program to ever change people and therefore reach its goals. However, outputs, or implementation goals, do not provide evidence that your program is creating change, the key to successful outcomes. Outcomes refer to changes produced (in individuals, communities, or systems) by your program. Outputs refer to the number of opportunities your program has to create these changes in the form of clients served, activities implemented, etc.

Once your logic model is complete, you'll want to continue to use it for planning your evaluation. We also strongly recommend that you regularly review and update your logic model in order to see what has changed, keep track of progress, make modifications either in your work or your model, or when communicating to others about what the program is doing. Programs are usually not implemented exactly as planned, but are changed, adapted, and improved: Your logic model should provide a "picture" of these changes.

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GENERAL CONSIDERATIONS

The first step to any good evaluation is careful planning. You will need to answer a number of questions in order to make good decisions about how to conduct the evaluation. First, however, are some general recommendations:

1. Stakeholder involvement. As with the development of the logic model, we strongly recommend involving key stakeholders in developing your evaluation plan. Different stakeholders have different questions, and may have different opinions about the kinds of information that you need to collect. Involving staff members, clients, commanders, and others in developing the evaluation plan also helps to ensure good buy-in for the idea of evaluation. Moreover, we've found that many staff are apprehensive about evaluation if they don't know why it's being conducted or what is going to be done with the information. Involving key staff in developing the evaluation plan can help to reduce this apprehension.

2. Consider using an advisory group or subcommittee of your Advisory Board. An appropriately constituted advisory group or a co-sponsor can be a strong asset to the evaluation. These parties can serve as advocates for the evaluation, see that tasks are completed and help make resources available. As a result, more people respond, the findings receive more attention, and the results are disseminated more widely. The advisory group can also include other stakeholders (e.g., staff, clients, commanders, etc.) and provide a mechanism for stakeholder involvement.

Do not forget that evaluation is an on-going process. Watch out for those “quick fixes.” You will need to be prepared and will need to prepare your commander for the reality that attitude and behavior change take time. Emphasis that you can measure small or interim successes (incremental change) along the way.

In six months, when you commander says to you the he/she does not see significant downward turns in statistics, you can say, “Yes, sir/ma’am, we are still implementing our prevention education strategies in those high risk units. What we have accomplished is: we have had a installation-wide health fair, we have established regular unit and squad leader training programs, we have a couples program beginning next week, and we have a task force working on updating our violence prevention policy.” You will be able to point to and be recognized for all those successes that may not have been captured and recognized before.

Also, look at the entire program planning process. Once you have begun to implement your programs, you evaluate where you are and then you start over again with new data, new needs, etc. Evaluation, as part of the program planning process, serves as a needs assessment for the next set of issues to be addressed in your installation community.

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For more information on program planning and evaluation using the logic model methodology described above, the Western Center for the Application of Prevention Technologies, through CSAP, has developed a comprehensive guide entitled “Building a Successful Prevention Program.” This guide takes the user from community readiness and needs assessment to evaluation, using simple menus and examples. This guidebook can be accessed at www.open.org/~westcapt.

CENTER FOR SUBSTANCE ABUSE PREVENTION DECISION SUPPORT SYSTEM

Another online program planning tool is the Decision Support System (DSS). Developed by the federal Center for Substance Abuse Prevention (CSAP), the DSS is designed to help community practitioners and state officials craft sound prevention programs. The organizing concept of the DSS is based on CSAP's logic model for strategic planning, implementation and evaluation of prevention programs. The logic model is presented as a circular (recursive) seven-step process beginning at Assess Needs and progressing through Develop Capacity, Select Programs, Implement Programs, Evaluate Programs, Report Programs, and Get Technical Assistance and Training.

CSAP's DSS website (located at www.preventiondss.org) promotes scientific methods and programs for substance abuse prevention. Its seven-step approach to on-line technical assistance, training and other resources identify "best and promising" approaches to needs assessment, capacity building, intervention program selection, evaluation, and reporting. ASAP staff should explore the DSS as a tool to assist in installation prevention program planning.

http://www.preventiondss.org/

ADDITIONAL RESOURCES

ADDITIONAL RESOURCES Page 120

ACSAP INTERNET RESOURCE LIST

1. Canadian Centre on Substance Abuse: www.ccsa.ca

2. CDC National AIDS Clearinghouse: www.cdcnac.org

3. Center for Alcohol and Addiction Studies:

www.caas.caas.biomed.brown.edu/index.html

4. Centers for Disease Control: www.cdc.gov/cdc.htm

5. Center for Prevention Research:

www.uky.edu/RGS/PreventionResearch/welcome.html

6. Center for Substance Abuse Research: www.bsos.umd.edu/cesar/cesar.html

7. Center on Addiction and Substance Abuse: www.casacolumbia.org

8. Drug Enforcement Agency: www.usdoj.gov/dea/

9. Early Career Preventionists Network: www.oslc.org/Ecpn/intro.html

10.Food and Drug Administration: www.fda.gov

11.Higher Education Center for Alcohol and other Drug Prevention:

www.edc.org/hec/

12. Indiana Prevention Resource Center: www.drugs.indiana.edu/

13.Join Together: www.jointogether.org/

14.Mothers Against Drunk Driving: www.madd.org

15.National Clearinghouse for Alcohol and Drug Information: www.health.org

16.National Council on Alcoholism and Drug Dependence: www.ncadd.org

17.National 3D Prevention Month Coalition: www.3dmonth.org

18.National Highway Transportation Safety Administration: www.nhtsa.dot.gov

19.National Institute on Alcohol Abuse and Alcoholism: www.niaaa.nih.gov

20.National Institute on Drug Abuse: www.nida.nih.gov

21.National Institutes of Health: www.nih.gov

22.National Institute of Mental Health: www.nimh.nih.gov

23.National Health Information Center: www.nhic-nt.health.org

24.National Mental Health Services Knowledge Exchange Network:

www.mentalhealth.org

25.National Women’s Resource Center: www.nwrc.org

http://www.nwrc.org/

http://www.mentalhealth.org/

http://www.nhic-nt.health.org/

http://www.nimh.nih.gov/

http://www.nih.gov/

http://www.nida.nih.gov/

http://www.niaaa.nih.gov/

http://www.nhtsa.dot.gov/

http://www.3dmonth.org/

http://www.ncadd.org/


http://www.madd.org/

http://www.jointogether.org/

http://www.drugs.indiana.edu/

http://www.edc.org/hec/

http://www.fda.gov/

http://www.oslc.org/Ecpn/intro.html

http://www.usdoj.gov/dea/

http://www.casacolumbia.org/

http://www.bsos.umd.edu/cesar/cesar.html

http://www.uky.edu/RGS/PreventionResearch/welcome.html

http://www.cdc.gov/cdc.htm

http://www.caas.caas.biomed.brown.edu/index.html

http://www.cdcnac.org/

http://www.ccsa.ca/


26.New England Research Institute: www.neri.org

27.Office of National Drug Control Policy:

http://www1.whitehouse.gov/WH/EOP/ondcp.html/ondcp-plain.html

28.Partnerships Against Violence Network: www.pavnet.org

29.Prevention Yellow Pages: www.tyc.state.tx.us/prevention/

30.Research Triangle Institute: www.rti.org/home.html

31.Rutgers University Center of Alcohol Studies: www.rci.rutgers.edu/~cas2/

32.Society for Prevention Research: www.pitt.edu/~cedarspr/spr.html

33.Substance Abuse and Mental Health Service Administration:

www.samhsa.gov

34.Substance Abuse Prevention Institute: www.p2001.health.org

35.UCLA Drug Abuse Research Center:

www.mednet.ucla.edu/som/ddo/npi/DARC/

36.Wisconsin Clearinghouse for Prevention Resources: www.uhs.wisc.edu/wch/

http://www.uhs.wisc.edu/wch/

http://www.mednet.ucla.edu/som/ddo/npi/DARC/

http://www.p2001.health.org/


http://www.pitt.edu/~cedarspr/spr.html

http://www.rci.rutgers.edu/~cas2/

http://www.rti.org/home.html

http://www.tyc.state.tx.us/prevention/

http://www.pavnet.org/

http://www1.whitehouse.gov/WH/EOP/ondcp.html/ondcp-plain.html

http://www.neri.org/


POSTER INFORMATION

The Partnership for a Drug-Free America Posters

contact: Florence Torres phone: #1(800)624-0100fax: #1(212)922-1570

TITLES (free): Sometimes the Worst Thing You Can Do To a Drug User is Help (woman standing, wearing a blazer) You Are the Universe (boy jumping in the horizon) It’s Amazing How Dave’s Car Broke Down for the Fifth Straight Monday. (Anderson Fischel

Thompson DEPN-6572) Drugs Can Stunt Your Growth (DEPN-6512) The Power of Grandma (Richter/Petrocelli full page newspaper DEPN-4012) The Power of Grandpa (DEPN-4244) Cocaina (close-up of a woman’s face, holding a gun barrel up to her nose) Cocaine (close-up of a man’s face, holding a gun barrel up his nose) You Are the Hope and the Voice (boy doing a chin-up) How to Talk to Your Kids about Drugs (French & Partners DEPN-4041) Don’t Let a Drug User Scare You; You’re the Boss. “Name Plate”; Employee Turnover is High (DEPN-6094) Line Item in Your Budget (DEPN-6135) Pot Hooks You Up With a Whole New Circle of Friends If He Were Her Child (Gorilla holding a baby boy) Expense Report (DEPN-6155) How to Plan a Funeral for a 12 year old Encourage Your Kids Habits (DEPN-4590) It’s Not Half as Uncomfortable as Talking to Your Kids about Sex Are You Waiting for Your Kids to Talk to You You Are More Powerful

Department of Transportation Posters

USDOT: 1 (800)424-9393

TITLES (free): Yo! Straighten Up Buckle Up Yo! No Need for Speed Seat Belts Air Bags Kids Aren’t Cargo Welcome to Safetyville EMS: Safety Belts Save Lives Ride Straight because the Road Isn’t Get It Together: Please Buckle Up Roadkill: Seat Belts, Air Bags Car Seats: Keep Your Kids Safe Drink and Ride and Your Life Will Change

MD Highway Safety Administration Posters

contact: Lolita Stewart phone: 1(410)787-4078


TITLES (free): 10 Most Wanted Drivers Anything Less is Child Abuse Maryland’s Drive to Survive (Child Seats)

National Highway Traffic Safety Administration Posters

contact: Bob Ross phone: 1(202)366-2727

TITLES (free): Why Go Through This? Want To Keep Your Face From Breaking Out? Please Buckle Up. . . We Do! (14 X 18 Poster)

National Clearinghouse for Alcohol and Drug Information Posters

contact: NCADI phone: 1(800)729-6686

TITLES (free): An Inner Voice Tells You (AV161) If You Drink Too Much Beer, You Drink Too Much (AV176) Crack Shatters Lives (AVD15) If You Use Steroids (AVD64) If You Cheat On Your Partner (P089)

National Coalition Against Domestic Violence

contact: NCADVphone: 1(303)839-1852

TITLES: It’s Not Okay! Stop Domestic Violence (Item #RL1) Some Family Secrets Hurt (Item #RL2) Domestic Violence Is A Crime (Item #RL3) He Beat Her 150 Times; She Only Got Flowers Once. (Item #CP1)

International Drug Education Association

contact: L.A.W. Publicationsphone: 1(972)387-2230

TITLES ($3.00 each): If You’re Scared of Drugs - Item 1025 Drug Terms and Symptoms (Available in Spanish or English) - Item 1011 Deadly Mix - Item 1027 Rest In Peace - Item 1026 Drugs Shatter Lives - Item 1033 There’s No Hiding - Item 1028 101 Ways To Praise A Child - Item 1023 Smoking Math Quiz - Item 1018 Smoking Facts - Item 1017 Not Just A Big City Problem - Item 1029 AIDS Think About It - Item 1030


Ducks - Item 1031 Take Your Best Shot - Item 1032 Coffin Scene - Item 1013 Infant Drug Abuse - Item 1014 Parental Drug Abuse - Item 1015 Jail Scene - Item 1016

Contact Phone Numbers for other Posters

CSAP Workplace Helpline 1 (800)843-4971National AIDS Clearinghouse 1 (800)458-5231National Clearinghouse on Child Abuse & Neglect 1(703)385-7565National Maternal & Child Health Clearinghouse 1(703)821-8955 X254National Resource Center for Child Abuse & Neglect 1(800)227-5242Hazelden Educational Materials 1(800)328-9000MADD 1(800)GET-MADDNational Coalition Against Domestic Violence 1(303)839-1852

GLOSSARY Page 125

ACRONYMS/ABBREVIATIONS GLOSSARY

ACSAP Army Center for Substance Abuse ProgramsAD Active DutyADAPT Alcohol and Drug Abuse Prevention ProgramADCO Alcohol Drug Control OfficerADIC Alcohol Drug Intervention CouncilADT Active Duty TrainingAEP ASAP Evaluation PlanAMEDD Army Medical DepartmentAMEDDC&S AMEDD Center and SchoolAOD Alcohol and Other Drugs ARNG Army National GuardAR-PERSCOM USAR Personnel CommandASAP Army Substance Abuse ProgramCAR Chief, Army ReservesCCF Central Clearance FacilityCD Clinical DirectorCFR Code of Federal RegulationsC, NGB Chief, National Guard BureauCONUS Continental United StatesCPAC Civilian Personnel Advisory CenterCPOC Civilian Personnel Operations CenterDA Department of the ArmyDAMIS-FS Drug and Alcohol Management Information

System-Field System

HEADQUARTERS

DAMIS-HQ Drug and Alcohol Management Information System-Headquarters

DCPDS Defense Civilian Personnel Data SystemDCSPER Deputy Chief of Staff for PersonnelDFW Drug-free Federal WorkplaceDHHS Department of Health and Human ServicesDoD Department of DefenseDOT Department of TransportationEAP Employee Assistance ProgramEAPA Employee Assistance Program AdministratorEAPC Employee Assistance Program CoordinatorFAA Federal Aviation AdministrationFHWA Federal Highway AdministrationFTDTL Forensic Toxicology Drug Testing LaboratoryHQDA Headquarters, Department of the ArmyHRC Human Resource CouncilIADT Initial Active Duty Training

GLOSSARY Page 126

IBAT Installation Breath Alcohol TechnicianIBTC Installation Biochemical Testing CoordinatorIDT Inactive Duty TrainingIPP Installation Prevention PlanIPT Installation Prevention TeamIPTT Installation Prevention Team TrainingMACOM Major Army CommandMEDCEN Medical CenterMEDDAC Medical Department ActivityMP Military PoliceMRE Military Rules of EvidenceMRO Medical Review OfficerMSC Major Subordinate CommandMTF Medical Treatment FacilityMUSARC Major U.S. Army Reserve CommandNGB National Guard BureauNGB-CD National Guard Bureau, Counterdrug

DirectorateOCONUS Outside CONUSONDCP Office of National Drug Control PolicyOPD Official Personnel FolderODCSPER Office of the DCSPERPC Prevention CoordinatorPERSCOM Total Army Personnel CommandPL Public LawPM Provost MarshalPPA Prevention Program AdministratorPRP Personnel Reliability ProgramRMC Regional Medical CommandRRP Risk Reduction ProgramSAP Substance Abuse ProfessionalSAV Site Assistance VisitSJA Staff Judge AdvocateTDP Testing Designated PositionTJAG The Judge Advocate GeneralTRADOC Training and Doctrine CommandTSG The Surgeon GeneralUCMJ Uniform Code of Military JusticeUPL Unit Prevention LeaderUSAAMC U.S. Army Aeromedical CenterUSACE U.S. Army Corps of EngineersUSACIDC U.S. Army Criminal Investigation CommandUSAMPCM U.S. Army Medical CommandUSAR U.S. Army ReserveVA Veterans Administration

Documents

PREVENTION - United States Army€¦ · Web viewSports clubs, nature clubs, scouts, YMCA/YWCA, and other organizations for young people are also excellent sources for networking and