The document outlines the seven steps to building a successful prevention program:
1. Assess community readiness to implement prevention programs.
2. Conduct a needs assessment to determine the community's greatest needs for prevention by collecting and analyzing local data on risk and protective factors.
3. Prioritize the risk and protective factors by translating the needs assessment data and identifying the 2-5 greatest risks and most needed protective factors.
4. Conduct a resource assessment to identify existing community resources that address the prioritized risk and protective factors in order to identify gaps and avoid duplication.
5. Select whether prevention efforts will be universal, targeting the general public, or selective or indicated, targeting at-risk groups.
Alcohol Problems: A Health Promotion Approach Module GuideSaide OER Africa
The module will help you to develop an understanding of the various consequences of alcohol abuse and of the research processes used to measure this. The rest of the module will provide you with approaches to preventing alcohol problems, ranging from policy and environmental changes to educational and rehabilitation programmes. Some of the readings were chosen to illustrate the main concepts of the module using the following themes: youth, women, and foetal alcohol syndrome.
Adolescent Mental Health in Bangladesh: Services and ChallengesTafhimul Islam
It was a group initiative to reveal the present adolescent mental health situation, existing services and challenges in Bangladesh based on secondary data sources.
Counselor Toolbox Podcast with Dr. Dawn-Elise Snipes produces 2 episodes each week and offers CEUs based on the podcast at AllCEUs.com/counselortoolbox
Alcohol Problems: A Health Promotion Approach Module GuideSaide OER Africa
The module will help you to develop an understanding of the various consequences of alcohol abuse and of the research processes used to measure this. The rest of the module will provide you with approaches to preventing alcohol problems, ranging from policy and environmental changes to educational and rehabilitation programmes. Some of the readings were chosen to illustrate the main concepts of the module using the following themes: youth, women, and foetal alcohol syndrome.
Adolescent Mental Health in Bangladesh: Services and ChallengesTafhimul Islam
It was a group initiative to reveal the present adolescent mental health situation, existing services and challenges in Bangladesh based on secondary data sources.
Counselor Toolbox Podcast with Dr. Dawn-Elise Snipes produces 2 episodes each week and offers CEUs based on the podcast at AllCEUs.com/counselortoolbox
Health psychology;Definition, areas,Aims, Need & Significance|Aboutpsy.comAboutPsy
Definition of health psychology
Definition of Health
Areas of health psychology
Aims of health psychology
Need and significance of health psychology
Health psychology is devoted to understanding psychological influences on how people stay healthy, why they become ill, and how they respond when they do get ill.
Health psychologists both study such issues and develop interventions to help people stay well or recover from illness.
..........aboutpsy.com
This infographic represents the stages of Addiction. While these are presented in linear form, they are meant as guidelines into the progression of substance use to substance abuse to addiction.
This ppt presentation discusses about the various models of mental illness. I found it useful to download as it gives a fair idea about various models which are generally not found in books.
The influence of parents’ socio-economic status on students’ academic perform...iosrjce
IOSR Journal of Humanities and Social Science is a double blind peer reviewed International Journal edited by International Organization of Scientific Research (IOSR).The Journal provides a common forum where all aspects of humanities and social sciences are presented. IOSR-JHSS publishes original papers, review papers, conceptual framework, analytical and simulation models, case studies, empirical research, technical notes etc.
10.29.08(a): Personality and Personality DisordersOpen.Michigan
Slideshow is from the University of Michigan Medical
School's M2 Psychiatry sequence
View additional course materials on Open.Michigan: openmi.ch/med-M2Psych
In this chapter we will review some of the more salient characteristics of rural life in America, identify social welfare and social work resources available in rural communities, and discuss unique aspects of social work in rural settings
U bent een eHealth-ondernemer met een goed idee dat u graag succesvol wilt laten landen in de zorg. Hoe pakt u dit aan?
In dit boekje worden vier innovatieroutes beschreven: paden die u kunt bewandelen om uw eHealth-innovatie te laten landen. Per route wordt uitgelegd wanneer de route van toepassing is, met wie u onderweg te maken krijgt, en waar u op moet letten. En u krijgt informatie over de bewijslast die u zult moeten verzamelen om partijen in de zorg te overtuigen van de meerwaarde van uw innovatie.
Voor meer informatie, kijk op www.innovatieroutesindezorg.nl of mail naar ictinnovaties-zorg@windesheim.nl.
This course provides training and CEUs for addicitons counselors and LPCs working in Addictions, Mental Health and Co-Occurring Disorders will help counselors, social workers, marriage and family therapists, alcohol and drug counselors and addictions professionals get continuing education and certification training to aid them in providing services guided by best practices. AllCEUs is approved by the california Association of Alcohol and Drug Abuse Counselors (CAADAC), NAADAC, the Association for Addictions Professionals, the Alcohol and Drug Abuse Counseling Board of Georgia (ADACB-GA), the National Board for Certified Counselors (NBCC) and most states.
"Relapse Prevention" was presented by Robin Edison, M.Ed., LPC, NCC, CAAC; Dawn Farm Downtown Program coordinator. This program discusses the dynamics of relapse, the warning signs that lead the chemically dependent person into a relapse, and strategies to prevent relapse and help handle high-risk situations. This program is part of the Dawn Farm Education Series, a FREE, annual workshop series developed to provide accurate, helpful, hopeful, practical, current information about chemical dependency, recovery, family and related issues. The Education Series is organized by Dawn Farm, a non-profit community of programs providing a continuum of chemical dependency services. For information, please see http://www.dawnfarm.org/programs/education-series.
Relapse – in a broader sense, is the return of signs and symptoms of a disease after a remission.
In the case of some psychiatric disorders, relapse is the worsening of symptoms or the re-occurrence of unhealthy behaviors, such as avoidance or substance use, after a period of improvement.
Relapse Prevention – A set of skills designed to reduce the likelihood that symptoms of the illness in question will worsen or that a person will return to an unhealthy behavior, such as substance use.
Skills include, for example, identifying early warning signs that symptoms may be worsening, recognizing high risk situations for relapse, and understanding how everyday, seemingly mundane decisions may put you on the road to relapse (for example, skipping lunch one day may make you more vulnerable to get in a bad mood).
Relapse can be prevented through the use of specific coping strategies, such as identifying early warning signs.
Early Intervention is simply bridging the gap between prevention and treatment. Early intervention is essential to reducing drug use and its costs to society
Health psychology;Definition, areas,Aims, Need & Significance|Aboutpsy.comAboutPsy
Definition of health psychology
Definition of Health
Areas of health psychology
Aims of health psychology
Need and significance of health psychology
Health psychology is devoted to understanding psychological influences on how people stay healthy, why they become ill, and how they respond when they do get ill.
Health psychologists both study such issues and develop interventions to help people stay well or recover from illness.
..........aboutpsy.com
This infographic represents the stages of Addiction. While these are presented in linear form, they are meant as guidelines into the progression of substance use to substance abuse to addiction.
This ppt presentation discusses about the various models of mental illness. I found it useful to download as it gives a fair idea about various models which are generally not found in books.
The influence of parents’ socio-economic status on students’ academic perform...iosrjce
IOSR Journal of Humanities and Social Science is a double blind peer reviewed International Journal edited by International Organization of Scientific Research (IOSR).The Journal provides a common forum where all aspects of humanities and social sciences are presented. IOSR-JHSS publishes original papers, review papers, conceptual framework, analytical and simulation models, case studies, empirical research, technical notes etc.
10.29.08(a): Personality and Personality DisordersOpen.Michigan
Slideshow is from the University of Michigan Medical
School's M2 Psychiatry sequence
View additional course materials on Open.Michigan: openmi.ch/med-M2Psych
In this chapter we will review some of the more salient characteristics of rural life in America, identify social welfare and social work resources available in rural communities, and discuss unique aspects of social work in rural settings
U bent een eHealth-ondernemer met een goed idee dat u graag succesvol wilt laten landen in de zorg. Hoe pakt u dit aan?
In dit boekje worden vier innovatieroutes beschreven: paden die u kunt bewandelen om uw eHealth-innovatie te laten landen. Per route wordt uitgelegd wanneer de route van toepassing is, met wie u onderweg te maken krijgt, en waar u op moet letten. En u krijgt informatie over de bewijslast die u zult moeten verzamelen om partijen in de zorg te overtuigen van de meerwaarde van uw innovatie.
Voor meer informatie, kijk op www.innovatieroutesindezorg.nl of mail naar ictinnovaties-zorg@windesheim.nl.
This course provides training and CEUs for addicitons counselors and LPCs working in Addictions, Mental Health and Co-Occurring Disorders will help counselors, social workers, marriage and family therapists, alcohol and drug counselors and addictions professionals get continuing education and certification training to aid them in providing services guided by best practices. AllCEUs is approved by the california Association of Alcohol and Drug Abuse Counselors (CAADAC), NAADAC, the Association for Addictions Professionals, the Alcohol and Drug Abuse Counseling Board of Georgia (ADACB-GA), the National Board for Certified Counselors (NBCC) and most states.
"Relapse Prevention" was presented by Robin Edison, M.Ed., LPC, NCC, CAAC; Dawn Farm Downtown Program coordinator. This program discusses the dynamics of relapse, the warning signs that lead the chemically dependent person into a relapse, and strategies to prevent relapse and help handle high-risk situations. This program is part of the Dawn Farm Education Series, a FREE, annual workshop series developed to provide accurate, helpful, hopeful, practical, current information about chemical dependency, recovery, family and related issues. The Education Series is organized by Dawn Farm, a non-profit community of programs providing a continuum of chemical dependency services. For information, please see http://www.dawnfarm.org/programs/education-series.
Relapse – in a broader sense, is the return of signs and symptoms of a disease after a remission.
In the case of some psychiatric disorders, relapse is the worsening of symptoms or the re-occurrence of unhealthy behaviors, such as avoidance or substance use, after a period of improvement.
Relapse Prevention – A set of skills designed to reduce the likelihood that symptoms of the illness in question will worsen or that a person will return to an unhealthy behavior, such as substance use.
Skills include, for example, identifying early warning signs that symptoms may be worsening, recognizing high risk situations for relapse, and understanding how everyday, seemingly mundane decisions may put you on the road to relapse (for example, skipping lunch one day may make you more vulnerable to get in a bad mood).
Relapse can be prevented through the use of specific coping strategies, such as identifying early warning signs.
Early Intervention is simply bridging the gap between prevention and treatment. Early intervention is essential to reducing drug use and its costs to society
Competency-based education in Public Health, a model of employing Hybrid-PBL educational method in building core Public Health competencies at the undergraduate medical education.
H. E. R. O - Helping through Encouragement and ReachJeanmarieColbert3
H. E. R. O - Helping through Encouragement and Reaching Out
Selena Lama
Doriyan Darden
Kabita Budhathoki
Kusim Syangbo
Radhika Chhetri
Yesenia Binkley
Texas A&M University - Commerce
2. Table of Contents (1 page)
3. Executive Summary (1 page)
4. Program Rationale (4-6 pages)
5. Program Planning Documentation (2-4 Pages)
Program Planning Documentation
Suicide prevention in middle-aged male veterans teams uses PROCEDE-PROCEED for program H.E.R.O. There are several reasons we choose to use this planning model. (1) It is hypothetically base and combines a series of phases in the planning, implementation, and evaluation to acquire the quality of life to the target population; (2) “It is the most widely known model in program planning” (Green & Kreuter, 2005); (3) This planning model starts with consequences and determines its cause; once the cause is known, an intervention will design to reach the desired outcomes; (4) “PRECEDE is helping to predisposing, reinforcing, and enabling constructs in education; PROCEED helps in policymaking, controlling and structural constructs in educational development” (Green & Kreuter, 2005, p. 9).
"In phase 1 is called the social assessment, the model seeks to state the quality of life of the target population to know problems and priorities of those population so that team can identify the desired outcomes" (Green & Kreuter, 2005). It analyzes the situation and allows the employee and employer the assessing the needs for achieving the quality of life. In phase 2, epidemiological assessment, we use data to determine the risk factors or causes of health in the population's genetics, behavioral patterns, and environment and rank the health goals and problems identified in phase 1. we use this phase to plan the health program. Phase 3, educational and ecological assessment, helps identify and classify the many factors into three categories: predisposing, reinforcing, and enabling. These three categories help provide social benefits such as appreciation, relief of discomfort or pain, or tangible rewards like avoidance of cost to get quality of life in the target population in the H.E.R.O program. In phase 4, the intervention alignment, we aim to compare the strategies and interventions from the previous phase and bring needed changes to the policies. Administrative and policy assessment helps determine what resources are available to carry out the health promotion intervention, what time the invention can conduct, there are financial resources to buy needed stuff for an employee or not, what organization and administration will support the H.E.R.O program. After identifying the intervention, we determine the availability of program resources; in phase 5, we begin the implementation, and in Phase 6,7 and 8, we evaluate the program's composition based on the objectives that we create during the assessment phase (Green & Kreuter, 2005). We focus on the availability of educational components for the employe ...
A textbook must provide, first and foremost, information to assist the reader in better understanding the topic. Second, it ought to provide the information in a way that can be easily accessed and digested, and it needs to be credible. Textbooks
that have gone through multiple editions continue to improve as a result of reviewers’ comments and readers’ feedback, and this one is no exception. Looking back over the efforts associated with this Fifth Edition, the old wedding custom of “something old, something new, something borrowed, something blue” comes to
mind. We have built upon the solid foundation of previous editions, but then added “something new.” It almost goes without saying that we have “borrowed” from others in that we both cite and quote examples of program evaluation studies
from the literature. “Something blue” . . . well, we’re not sure about that. Those who have used the Fourth Edition might be interested in knowing what has changed in this new edition. Based on reviewers’ comments we have:
• Created a new chapter to explain sampling.
• Incorporated new material on designing questionnaires.
• Overhauled the chapter on qualitative evaluation. It is now “Qualitative and Mixed Methods in Evaluation.”
• Reworked the “Formative and Process Evaluation” chapter with expanded coverage on developing logic models.
• Added new studies and references; new Internet sources of information.
• Included new examples of measurement instruments (scales) with a macro
focus.
• Inserted new checklists and guides (such as ways to minimize and monitor for potential fidelity problems—Chapter 13).
• Revised the chapter “Writing Evaluation Proposals, Reports, and Journal Articles” to give it less of an academic slant. There’s new material on writing
executive summaries and considerations in planning and writing evaluation
reports for agencies.
• Deleted the chapter on Goal Attainment Scalin
HCM 3305, Community Health 1 Course Learning Outcom.docxaryan532920
HCM 3305, Community Health 1
Course Learning Outcomes for Unit VIII
Upon completion of this unit, students should be able to:
3. Recognize effective organization and promotion of health programming for community health on a
global scale.
3.1. Assess the steps for organizing a community health program.
3.2. Identify steps needed to effectively evaluate the community health program.
Reading Assignment
Chapter 15:
Systems Thinking and Leadership in Community and Public Health
Unit Lesson
In this unit, we will discuss systems thinking and community health programming.
Community organizing is a process that involves the engagement of individuals, groups, and organizations.
Program planning is not required in community organizing; however, it is often times used. Program planning
is a process where a health intervention is planned to meet the needs within a population. Antiviolence
campaigns and stress management courses are examples of program planning (McKenzie, Pinger, & Kotecki,
2012).
When deciding which community health interventions to create, the Centers for Disease Control and
Prevention (CDC) uses Guide to Community Preventive Services (Community Guide). The Community Guide
is considered credible because it is based off the scientific systematic review process. The guide answers
many questions that are critical to community health on subjects such as
interventions that have worked/did not work,
populations in which the intervention worked/did not work,
cost of the intervention,
benefits/risks of the intervention, and
future research recommendations (Centers for Disease Control and Prevention, 2015).
Community health programs are intricate and are a key factor in disease prevention, improving health, and
increasing quality of life. Health status and behaviors are determined by personal, environmental, policy, and
organizational influences. Community health programming is targeted at reaching the goals of Healthy People
2010. Community health programs are generally held within healthcare settings; however, other settings are
becoming more popular. Programs are being held at schools, worksites, religious organizations, and within
communities (Healthy People 2020, 2015). There are instances where healthcare organizations are
collaborating with schools to offer health programs. For instance, nutrition and exercise programs are being
offered at an increased rate. Employers see the value of employee health. Therefore, many employers offer
incentives to employees who take part in employee wellness programs. It is not far fetched to hear about
employers checking cholesterol, blood pressure, quality of life, weight, BMI, and sometimes glucose. The
rationale is that healthy employees are less likely to call in sick with health-related conditions.
Community health professionals must identify their health issue, and then create specific and measurable
goals and objectives. ...
QUESTION 1What are the main streams of influence, according to.docxmakdul
QUESTION 1
What are the main streams of influence, according to the Theory of Triadic Influence? Please provide examples factors/attributes that belong to each of those streams. What is the relationship/correlation between each of those streams?
Your response should be at least 200 words in length.
QUESTION 2
The PRECEDE-PROCEED approach has several key assessment/diagnosis phases. Please describe the epidemiological assessment. What are some key sources of data used in this assessment? Which main questions is this assessment is trying to address/answer?
Your response should be at least 200 words in length.
QUESTION 3
What specific questions the evaluators are bringing forward as they are trying to collect the necessary evaluation data? What are the three main types of evaluation discussed in the PRECEDE-PROCEED approach? What is each of them trying to identify, measure, evaluate?
Your response should be at least 200 words in length.
QUESTION 4
What are some of the key assumptions behind the PRECEDE-PROCEED approach? What are some of the key benefits of using this approach? What are some of the “real-life” examples of using this approach?
Your response should be at least 200 words in length.
Unit Lesson Study Guide
In Unit 4, we will continue to discuss health behavior and its association with factors that could influence such behaviors. These types of influences are referred to as multilevel factors of behaviors, and they typically fall into five main categories:
1. individual factors,
2. inter-personal factors,
3. organizational factors,
4. community factors, and
5. policy factors
Consider the following scenario:
A 50-year-old man may purposely postpone getting a prostate cancer test because he is scared of finding out that he may have prostate cancer. This is an example of an individual- level factor. However, we need to look into this further and consider the following: his inaction might also be influenced by his primary physician’s failure to actually recommend and insist that he would need to take the prostate test. Another factor might be the difficulty of scheduling an appointment due to either unavailable equipment or the unavailability of staff at his local clinic. Another limiting factor could be that the fee for the exam is so high he cannot afford it, and his insurance does not cover this type of procedure. Thus, all these interpersonal, organizational, and policy factors are influencing this man’s behavior to not complete the prostate test. Therefore, for health promotion practitioners, it is very important to be aware of all these factors so effective change strategies or interventions can be prescribed.
One of the multilevel theories that will be discussed is the Theory of Triadic Influence (TTI). TTI behaviors arise due to one’s current social situation, general cultural environment, and their personal characteristics. Any health-related behaviors are influenced by an individual’s decisions.
What wo ...
Tackle troublesome behavior among youths before it leads to poor outcomes like violence, delinquency, dropping out of school, substance abuse and teen pregnancy. That lies at the heart of “prevention science.
While this list represents the desirable attributes of indicators most useful for these purposes, it is recognized that few indicators are likely to meet all of these criteria.
Hence, these criteria serve as a benchmark for weighing the potential costs and benefits of selecting one indicator over another.
Process of Planning and EvaluationThe process of planning and ev.docxstilliegeorgiana
Process of Planning and Evaluation
The process of planning and evaluation is cyclical and their activities are interdependent. The activities happen in stages; the end of one activity or program leads to the next. The ideas, insights, and learning derived from a particular stage are likely to affect the decisions and activities of the next stage.
Despite this, the process of planning and evaluation is usually presented in a linear manner with sequential steps. The cycle is often affected by external influences. Planners and evaluators need to be flexible in responding to these influences
Health Program Models
Good health programs involve a good deal of effort and a well-developed model. These models provide direction and structure to the program to be built on. The models may not be used completely during the planning process, or various parts of the model may be combined to suit the program. There are some commonly used models in health program planning:
· Predisposing, Reinforcing, and Enabling Constructs in Educational Diagnosis and Evaluation (PRECEDE)-Policy, Regulatory, and Organizational Constructs in Educational and Environmental Development (PROCEED): Commonly known as the PRECEDE-PROCEED model, it is the most well-known model in this field because it is theoretically grounded and comprehensive. Planning, implementation, and evaluation are all combined in this model.
· The Model for Health Education Planning (MHEP) analyzes:
· Planning through six phases
· Content through three dimensions―subject matter, method, and process
· The Comprehensive Health Education Model (CHEM) consists of six major steps and several suggested procedures within each step.
· The Model for Health Education Planning and Resource Development (MHEPRD) is a less known model. The five major components of this model are―health education plans, demonstration programs, educational programs, research programs, and information and statistics. Each component represents the end result of the planning process. In this model, evaluation plays an integral part in each phase of the model.
Written Assignment 1: Quality of Simulation
Chapter 3 discusses methods to assess the quality of simulations. You learned about three different views of simulation quality.
Suppose you lead a task force that is developing a simulation to provide strategic planning recommendations for property use zoning for a county of 750,000 residents. The zoning board and county commissioners want a simulation that allows them to assess the impact of various zoning decisions based on a variety of dynamic factors, including age, race, education, and income status.
Submit a 2-page (double-spaced) paper addressing the following:
1. First, identify which of the three views discussed in the chapter that would provide the best quality assessment for the situation described above, and explain your decision.
2. Explain how would you ensure the highest level of accuracy with your simulation, and how w ...
CORE Group Fall Meeting 2010. The Program Assessment Guide, Structuring Contextual Knowledge and Experience to Improve the Design, Delivery and Effectiveness of Nutrition Interventions.
Albert Einstein indeed stands like a giant amid the pantheon of scientific figures of the twentieth century. His ideas unleashed a revolution whose changes are still being felt into the new century.
This day and age we’re living in Give cause for apprehension With speed and new invention And things like fourth dimension Yet we get a trifle weary With Mr. Einstein’s theory So we must get down to earth at times Relax, relieve the tension And no matter what the progress Or what may yet be proved The simple facts of life are such They cannot be removed You must remember this A kiss is just a kiss A sigh is just a sigh The fundamental things apply As time goes by. . .
FORUM ON INVESTING IN YOUNG
CHILDREN GLOBALLY OVERVIEW
In January 2014, the Board on Children, Youth, and Families of the
Institute of Medicine (IOM) and the National Research Council (NRC), in
collaboration with the IOM Board on Global Health, launched the Forum
on Investing in Young Children Globally (forum). At this meeting, the
participants agreed to focus on creating and sustaining, over 3 years, an
evidence-driven community of stakeholders that aims to explore existing,
new, and innovative science and research from around the world and
translate this evidence into sound and strategic investments in policies
and practices that will make a difference in the lives of children and their
caregivers.
Abstract
Approximately 20 percent of Americans are affected by mental health and substance use
disorders, which are associated with significant morbidity and mortality. While the evidence
base for the effectiveness of interventions to treat these disorders is sizable, a considerable gap
exists between what is known to be effective and interventions that are actually delivered in
clinical care. Addressing this quality chasm in mental health and substance use care is
particularly critical given the recent passage of the Patient Protection and Affordable Care Act
(ACA) and Mental Health Parity and Addiction Equity Act, which are changing the delivery of
care and access to treatments for mental health and substance use disorders. Increasing
emphasis on accountability and performance measurement, moreover, will require strategies to
promote and measure the quality of psychosocial interventions.
In this report, the study committee develops a framework that can be used to chart a path
toward the ultimate goal of improving the outcomes of psychosocial interventions for those with
mental health and substance use disorders. This framework identifies the key steps entailed in
successfully bringing an evidence-based psychosocial intervention into clinical practice. It
highlights the need to (1) support research to strengthen the evidence base on the efficacy and
effectiveness of psychosocial interventions; (2) based on this evidence, identify the key elements
that drive an intervention’s effect; (3) conduct systematic reviews to inform clinical guidelines
that incorporate these key elements; (4) using the findings of these systematic reviews, develop
quality measures—measures of the structure, process, and outcomes of interventions; and
(5) establish methods for successfully implementing and sustaining these interventions in regular
practice including the training of providers of these interventions. The committee intends for this
framework to be an iterative one, with the results of the process being fed back into the evidence
base and the cycle beginning anew. Central to the framework is the importance of using the
consumer perspective to inform the process.
The recommendations offered in this report are intended to assist policy makers, health
care organizations, and payers that are organizing and overseeing the provision of care for
mental health and substance use disorders while navigating a new health care landscape. The
recommendations also target providers, professional societies, funding agencies, consumers, and
researchers, all of whom have a stake in ensuring that evidence-based, high-quality care is
provided to individuals receiving mental health and substance use services.
Bullying—long tolerated as just a part of growing up—finally has been recognized as a substantial and preventable health problem. Bullying is associated with anxiety, depression, poor school performance, and future
delinquent behavior among its targets, and reports regularly surface of youth who have committed suicide at least in part because of intolerable bullying. Bullying can also have harmful effects on children who bully, on
bystanders, on school climates, and on society at large. Bullying can occur at all ages, from before elementary school to after high school. It can take the form of physical violence, verbal attacks, social isolation, spreading
rumors, or cyber bullying.
Increased concern about bullying has led 49 states and the District of Columbia to enact anti-bullying legislation since 1999. In addition, researchon the causes, consequences, and prevention of bullying has expanded greatly in recent decades. However, major gaps still exist in the understanding of bullying and of interventions that can prevent or mitigate the effectsof bullying.
This publication examines reviewed research on bullying
prevention and intervention efforts as well as efforts in related areas of research and practice, implemented in a range of contexts and settings, including
• Schools
• Peers
• Families
• Communities
• Laws and Public Policies
• Technology
Despite spending far more on medical care than any other nation and despite having seen a century of unparalleled improvement in population health and longevity, the United States has fallen behind many of its global counterparts and competitors in such health outcomes as overall life expectancy and rates of preventable diseases and
injuries.
A fundamental but often overlooked driver of the imbalance
between spending and outcomes is the nation’s inadequate investment in nonclinical strategies that promote health and prevent disease and injury population-wide, strategies that fall under the rubric of “population
health.
Businesses across the nation are involved in every aspect of their communities and the economy and can be powerful partners in terms of improving the health of the nation, said George Isham, a senior advisor at HealthPartners, Inc., a senior fellow at the HealthPartners Institute for Education and Research, and a co-chair of the Institute of Medicine (IOM) Roundtable on Population Health Improvement. On July 30, 2014, the IOM roundtable held a workshop at the New York Academy of Medicine (NYAM) in New York City to consider the role of business in improving population health beyond the usual worksite wellness and health promotion activities.
In welcoming participants to NYAM, the academy’s president, Jo Ivey Boufford, said that economic development is a crucial factor in achieving population health and that there are many opportunities to create win–win situations for business to promote population health in the communities where they live and serve. She added that in New York State business has been a fundamental
part of a large, multi-stakeholder group that is implementing a prevention agenda for the state and helping communities to identify and address priority needs.
Combined with the more traditional employer occupational safety and health protection activities are newer employment-based programs to promote better health through helping workers quit smoking, lose weight, reduce stress, or exercise more regularly. In support of these efforts, some employers have made changes in their policies and facilities to support physical activity and healthier eating, and some employers connect with ommunity resources for health education, health fairs, and
other services. From company to company, the interest in, resources for, and ability to do more for employee health and well-being vary. Employees’ interest in, needs for, and priorities for these types of programs also vary.
Description
Next Generation Science Standards identifies the science all K-12 students should know. These new standards are based on the National Research Council's A Framework for K-12 Science Education. The National Research Council, the National Science Teachers Association, the American Association for the Advancement of Science, and Achieve have partnered to create standards through a collaborative state-led process. The standards are rich in content and practice and arranged in a coherent manner across disciplines and grades to provide all students an internationally benchmarked science education.
1 Introduction and Overview 1
PART I
UNDERSTANDING BULLYING
2 Overview of Bullying and Victimization 9
3 Targets of Bullying and Bullying Behavior 19
PART II
CONTEXTS FOR PREVENTION AND INTERVENTION
4 School-Based Interventions 35
5 Family-Focused Interventions 49
6 Technology-Based Interventions 57
7 Community-Based Interventions 65
8 Peer-Led and Peer-Focused Programs 73
9 Laws and Public Policies 81
PART III
FUTURE DIRECTIONS AND OVERALL THEMES
10 Translating Bullying Research into Policy and Practice 91
11 Reflections of School Personnel and Student Perspectives 103
12 Final Thoughts 113
APPENDIXES
A References 121
B Workshop Agenda 131
C Workshop Statement of Task 139
Preventing Suicide: A Global Imperative
Preventing Suicide, A Global ImperativeFor World Suicide Prevention Day, September 10th, 2014, the World Health Organization is issuing its first global report on suicide, Preventing Suicide: A Global Imperative.
Suicide is a serious global public health problem. More than 800,000 people worldwide die from suicide every year.
Research shows suicides are preventable. Multiple sectors — public and private, health and non-health sectors, such as education, labor, agriculture, business and the media — have a role to play in prevention.
- Video recording of this lecture in English language: https://youtu.be/lK81BzxMqdo
- Video recording of this lecture in Arabic language: https://youtu.be/Ve4P0COk9OI
- Link to download the book free: https://nephrotube.blogspot.com/p/nephrotube-nephrology-books.html
- Link to NephroTube website: www.NephroTube.com
- Link to NephroTube social media accounts: https://nephrotube.blogspot.com/p/join-nephrotube-on-social-media.html
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Ethanol (CH3CH2OH), or beverage alcohol, is a two-carbon alcohol
that is rapidly distributed in the body and brain. Ethanol alters many
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As flu season approaches, health officials in Bangalore, Karnataka, are urging residents to get their flu vaccinations. The seasonal flu, while common, can lead to severe health complications, particularly for vulnerable populations such as young children, the elderly, and those with underlying health conditions.
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June 20, 2024, Prix Galien International and Jerusalem Ethics Forum in ROME. Detailed agenda including panels:
- ADVANCES IN CARDIOLOGY: A NEW PARADIGM IS COMING
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ONCOLOGICAL AND INFLAMMATORY SKIN DISEASES?
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- GENE THERAPY
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- ETHICAL CHALLENGES IN LIFE SCIENCES
- Prix Galien International Awards Ceremony
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RESULTS: Overall life span (LS) was 2252.1±1742.5 days and cumulative 5-year survival (5YS) reached 73.2%, 10 years – 64.8%, 20 years – 42.5%. 513 LCP lived more than 5 years (LS=3124.6±1525.6 days), 148 LCP – more than 10 years (LS=5054.4±1504.1 days).199 LCP died because of LC (LS=562.7±374.5 days). 5YS of LCP after bi/lobectomies was significantly superior in comparison with LCP after pneumonectomies (78.1% vs.63.7%, P=0.00001 by log-rank test). AT significantly improved 5YS (66.3% vs. 34.8%) (P=0.00000 by log-rank test) only for LCP with N1-2. Cox modeling displayed that 5YS of LCP significantly depended on: phase transition (PT) early-invasive LC in terms of synergetics, PT N0—N12, cell ratio factors (ratio between cancer cells- CC and blood cells subpopulations), G1-3, histology, glucose, AT, blood cell circuit, prothrombin index, heparin tolerance, recalcification time (P=0.000-0.038). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and PT early-invasive LC (rank=1), PT N0—N12 (rank=2), thrombocytes/CC (3), erythrocytes/CC (4), eosinophils/CC (5), healthy cells/CC (6), lymphocytes/CC (7), segmented neutrophils/CC (8), stick neutrophils/CC (9), monocytes/CC (10); leucocytes/CC (11). Correct prediction of 5YS was 100% by neural networks computing (area under ROC curve=1.0; error=0.0).
CONCLUSIONS: 5YS of LCP after radical procedures significantly depended on: 1) PT early-invasive cancer; 2) PT N0--N12; 3) cell ratio factors; 4) blood cell circuit; 5) biochemical factors; 6) hemostasis system; 7) AT; 8) LC characteristics; 9) LC cell dynamics; 10) surgery type: lobectomy/pneumonectomy; 11) anthropometric data. Optimal diagnosis and treatment strategies for LC are: 1) screening and early detection of LC; 2) availability of experienced thoracic surgeons because of complexity of radical procedures; 3) aggressive en block surgery and adequate lymph node dissection for completeness; 4) precise prediction; 5) adjuvant chemoimmunoradiotherapy for LCP with unfavorable prognosis.
The Seven Steps To Building A Successful Prevention Program
1. Strategic Plan Consideration
*The Seven Steps to Building a Successful Prevention Program*
Adapted by the Southeast CAPT from the web site of the Western Center for the
Application of Prevention Technologies. http://captus.samhsa.gov/home.cfm
Absolute MUST KNOW for Evidence-Based Prevention!!!
Step 1: Community Readiness
Is your community ready for prevention?
(Assess community readiness)
Step 2: Needs Assessment
What are your community’s greatest needs for prevention?
(Conduct a needs assessment)
Step 3: Prioritizing
Which risk and protective factors are your priorities?
(Translate needs indicator data into risk and protective factors)
Step 4: Resource Assessment
What resources already exist in your community that address the risk and
protective factors that you have prioritized? (Conduct a resource assessment)
Step 5: Targeting Efforts
Where will you target your prevention efforts?
(Select universal, selective, or indicated populations)
Step 6: Best Practices
Which prevention strategies have been shown through research to be effective?
(Select scientifically-defensible best practice to implement)
Step 7: Evaluation
How will you evaluate your prevention program?
(Conduct evaluation planning, implementation, analysis, and use results for
future program planning)
1
2. Strategic Plan Consideration
Step 1: Community Readiness
Is your community ready for prevention?
(Assess community readiness)
What is community readiness and why is it important?
Community readiness is the extent to which a community is adequately prepared to
implement a drug abuse prevention program. A community must have the support and
commitment of its members and the needed resources to implement an effective
prevention effort. Because community readiness is a process, factors associated with it
can be objectively assessed and systematically enhanced.
Nine stages of community readiness
Excerpt from Community Readiness for Drug Abuse Prevention: Issues, Tips and Tools,
1997, National Institute of Drug Abuse, p. 13-15
Through extensive research on community development and substance abuse prevention
efforts, Oetting and colleagues (Oetting et al. 1995) have identified nine stages of
readiness through which communities develop: the higher the stage of development, the
greater the degree of readiness. The following are descriptions of the nine stages and the
characteristics of communities at each stage:
Stage 1: Community Tolerance/No Knowledge
Community norms actively tolerate or encourage the behavior, although the behavior
may be expected of one group and not another (e.g., by gender, race, social class, or age).
The behavior, when occurring in the appropriate social context, is viewed as acceptable
or as part of community norm. Those who do not engage in the behavior may be
tolerated, but might be viewed as somewhat deviant.
Stage 2: Denial
There is usually recognition that the behavior is or can be a problem. Community norms
usually would not approve of the behavior, but there is little or no recognition that this
might be a local problem. If there is some idea that it is a problem, there is a feeling that
nothing needs to be done about this locally, or that nothing can be done about it.
Stage 3: Vague Awareness
There is a general belief that there is a local problem and that something ought to be done
about it. Knowledge about local problems tends to be stereotypical and vague, or linked
only to a specific incident or two. There is no immediate motivation to do anything. No
identifiable leadership exists, or leadership lacks energy or motivation.
Stage 4: Preplanning
There is clear recognition that there is a local problem and that something should be done
about it. There is general information about local problems, but ideas about etiology or
risk factors tend to be stereotyped. There are identifiable leaders, and there may be a
committee, but no real planning.
2
3. Strategic Plan Consideration
Stage 5: Preparation
Planning is going on and focuses on practical details. There is general information about
local problems and about the pros and cons of prevention programs, but it may not be
based on formally collected data. Leadership is active and energetic. The program may
have started on a trial basis. Funding is being actively sought or has been committed.
Stage 6: Initiation
Enough information is available to justify a prevention program, but knowledge of risk
factors is likely to be stereotyped. A program has been started and is running, but it is still
on trial. Staff are in training or just finished with training. There may be great enthusiasm
because limitations and problems have not yet been experienced.
Stage 7: Institutionalization/Stabilization
One or two programs are running, supported by administration, and accepted as a routine
and valuable activity. Staff are trained and experienced. There is little perceived need for
change or expansion. Limitations may be known, but there is not much sense that the
limitations suggest a need for change. There may be some form of routine tracking of
prevalence. There is not necessarily permanent funding, but there is established funding
that allows the program the opportunity to implement its action plan.
Stage 8: Confirmation/Expansion
Standard programs are viewed as valuable and authorities support expanding or
improving programs. New programs are being planned or tried out in order to reach more
people, those thought to be more at risk or different demographic groups. Funds for new
programs are being sought or committed. Data are obtained regularly on extent of local
problems and efforts are made to assess risk factors and causes of the problem.
Stage 9: Professionalization
Detailed and sophisticated knowledge of prevalence, risk factors and etiology exists.
Some programs may be aimed at general populations, while others are targeted at specific
risk factors and/or at-risk groups. Highly trained staff are running programs, authorities
are supportive, and community involvement is high. Effective evaluation is used to test
and modify programs.
Oetting and colleagues (Oetting et al. 1995) have found that as communities achieve
successively higher stages, they realize greater improvement in their degree of readiness.
Therefore, to increase a community's readiness for prevention programming and thereby
improve the likelihood that a prevention effort will succeed, it is important to give careful
consideration to these nine stages of community readiness development during the
process of conducting an objective assessment of community readiness.
Oetting, E.R.; Donnermeyer, J.J.; Plested, B.A.; Edwards, R.W.; Kelly, K.; and Beauvais,
F. Assessing community readiness for prevention. International Journal of Addictions,
30(6):659-683, 1995.
3
4. Strategic Plan Consideration
For more information and tools on community readiness, the National Institute on Drug
Abuse has available, "Community Readiness for Drug Abuse Prevention: Issues, Tips
and Tools. To obtain a copy, contact National Technical Information Services at (800)
553-6847 (publication number PB# 97-209605). This book is part of a 5 book packet
which costs $83 plus $5 handling.
The links below will help you assess your community's readiness for prevention as well
as provide you with strategies to improve community readiness. (From NIDA's
"Community Readiness for Drug Abuse Prevention: Issues, Tips and Tools (1997).)
Community readiness assessment survey
This survey will assist you in determining where your community is in terms of
readiness for prevention. This survey, developed by Goodman and Wandersman at the
University of South Carolina, uses key leaders to look at three areas: awareness, concern,
and action across community levels. Key leaders respond to questions in these three areas
both on a personal level and a perceptual level of their organization's responses.
Community readiness strategies
Once you have assessed your community's readiness for prevention, you can use
some of these strategies to improve your community's readiness. These strategies are
included in NIDA's "Community Readiness for Drug Abuse Prevention: Issues, Tips and
Tools."
Next step: Needs Assessment
4
5. Strategic Plan Consideration
Step 2: Needs Assessment
What are your community’s greatest needs for prevention?
(Conduct a needs assessment)
What is a community assessment (needs assessment)?
A community assessment is a systematic process for examining the current conditions of
a situation (such as substance abuse) and to identify the level of risk and protection in
your community.
Why do we need to complete a community assessment?
• A community assessment will assist you in:
• Creating an objective profile of your community
• Determining the geographic and demographic areas that are at greatest risk
• Ensuring you are putting your time and money where it will have the greatest impact
• Showing policy makers the need for funding your prevention programs
• Identifying research-based strategies to implement in your community
How do we complete a community assessment?
How do we complete a community assessment?
1. Collect data.
2. Analyze the data.
3. Select the priority risk factors (step 3 of the web-site).
1. Collect data.
Data collection is the first phase of conducting a community assessment. At this point,
data needs to be identified and assembled in order to determine how prevalent each risk
factor and protective factor is in your community. It is important that you examine risk
factors because this will tell you which factors are prevalent in your community that are
increasing the risk that your youth will be involved in substance abuse, teenage
pregnancy, youth violence, school drop-out, and delinquency. If you only examine the
prevalence of a particular problem (e.g. the number of kids abusing drugs), you won't
know what you can do to impact and/or prevent the problem. However, if you can figure
out which risk factors (that increase the likelihood of a problem occurring) are prevalent
in your community, then you can identify and implement strategies to reduce those risks
and thus reduce the problem behavior. Similarly, by examining the level of protective
factors that exist in your community, this will tell you how prevalent factors are which
buffer the effects of risk factors.
Two kinds of data can be collected:
Archival data, or data that already exists
Survey data, or data that you create
Archival indicators, data that already exists, have been identified through research to
enable you to determine how prevalent risk factors are in your community. Click here for
5
6. Strategic Plan Consideration
a list of validated archival indicators. These are the indicators which have been shown
through research to be good proxy measures for risk factors. We need archival indicators
because we can't go to our local health department and look up the statistics on "family
management problems" because a family management problems statistic does not exist.
Consequently, we must use "proxy" measures to determine how prevalent family
management problems and other risk factors are. Here are some sources of archival data:
National Data:
CSAP's PREVLINE -- Contains links to 20 data sources
Office of National Drug Control Policy -- Lists 25 links to data sets, along with the
sponsoring agency, description of information available, population, geographic areas,
and frequency/year started
National Criminal Justice Reference Service -- Contains links to many sources of
crime statistics, both National and State data
Centers for Disease Control and Prevention -- Contains links to many sources,
including the Youth Risk Behavior Surveillance System survey
State of the Nation's Cities Report (HUD) -- A database on American cities and
suburbs (includes data on items such as employment, income, land development)
You can also identify the prevalence of risk and protective factors in your community
through surveys. This may be a preferred alternative if little archival indicator data is
available to you. However, surveys can also function as a good supplement to the
archival indicator data you collect. By having both archival and survey data, you can
compare the two to see where differences and similarities lie.
Steps for Collecting Data:
Identify what data is currently available for each risk and protective factor, beginning
with the list of archival indicators.
Determine which factors need additional data. Click here for a worksheet to assist you
in completing this step.
Develop a plan to collect the additional data that is needed. Click here for a worksheet
to assist you.
Collect that additional data.
2. Analyze the Data.
How do we analyze all of the data we have collected?
Once you have collected indicator data, it is time to analyze the data. Your data analysis
will assist you in identifying which risk and protective factors need to be prioritized in
your community action plan, as well as provide justification for grant applications,
support existing policies and programs, and assist you in selecting new prevention
programs to implement.
The following are questions that need to be asked of the data
6
7. Strategic Plan Consideration
What does the raw data tell you? At first glance, what do the data tell you? Do the raw
numbers impress you as being low? Average? High? Any red flags?
How do the data compare to previous years? Is there a trend? By comparing numbers
for previous years, you can begin to get a picture of how the data has been changing over
time. Is it increasing? Decreasing? Staying the same? How have trends changed in
relation to population changes?
How do our data compare with other similar data (national, state, county, etc.)? Are
the trends similar? Are the rates about the same? Are they going up or down?
What can be interpreted from the data? After reviewing the raw data, the data trends,
and the data comparisons (if available), what can you interpret from your analysis? What
is happening? Do you know why it is occurring? What could have caused the trend?
What does the observed level or trend tell you about this risk or protective factor? What
other factors or events could account for the data?
Are there relationships among risk factors that you can identify based on the data you
have? Examine your data across risk factors and across protective factors.
Should you prioritize this risk factor? The more information obtained about the
indicator data, the easier this question will be to answer. See next step.
Next step: Translating Data into Priorities
7
9. Strategic Plan Consideration
Step 4: Resource Assessment
What resources already exist in your community that address the risk and
protective factors
that you have prioritized? (Conduct a resource assessment)
What is a resource assessment?
A resource assessment is a systematic process for examining the current resources in your
community which are reducing risk factor and increasing protective factors. It answers
the question: "What's going on in my community?"
What are "resources"? They are anything that can be activated to reduce the likelihood
that individuals or communities will begin or continue to abuse alcohol, tobacco, and
other drugs.
Why do we need to complete a resource assessment?
A resource assessment will assist you in:
Identifying gaps where new services should be implemented
Avoiding duplication in services
Building collaboration among service providers
Modifying existing programs to meet prevention needs
Identifying existing resources to sponsor new programs
Ensuring you are putting your time and money where it will have the greatest impact
Ensuring you are creating a comprehensive prevention strategy for your community
Ensuring you are effectively impacting the priority risk and protective factors that you
identified when completing your community assessment (Steps 2 and 3).
How do we complete a resource assessment?
Before conducting a resource assessment, you must complete a community
assessment and identify priority risk and protective factors (Step 2 and Step 3).
Collect information on existing resources in your community which may be
addressing the priority risk and protective factors that you identified through your
community assessment.
Analyze the resources to determine how effectively they are impacting your priority
risk and protective factors.
Determine where the gaps in services are in your community.
Next step: Targeting Efforts
9
10. Strategic Plan Consideration
Step 5: Targeting Efforts
Where will you target your prevention efforts?
(Select universal, selective, or indicated populations)
What is a resource assessment?
Now that you have completed your community assessment, identified priority risk and
protective factors, assessed your community's existing resources, and identified the gaps,
it is time to take one more look at your target population.
Since you know in which area you want to place your time and funding (your priority risk
and protective factors) and you know which gaps you need to fill (from your resource
assessment), you can now identify what type of target population you need to address:
universal, selective, or indicated (click on these words for definitions).
To determine what type of population your program/strategies should reach, answer the
following questions:
Can your priority risk/protective factors and resource gaps be addressed at the
universal level? Or would those risk/protective factors and gaps be better addressed
with selective or indicated populations? For example, if your priority risk factor is family
management problems but you know through your resource assessment that several local
programs already offer parenting classes aimed at the general population, then you may
want to look at implementing a parenting program for selective or indicated populations.
Do you need a program/strategy that impacts the broader community (e.g., a city, a
school), not a particular segment of that community? If so, you may want to
implement a universal program/strategy.
Do you need to implement a program/strategy with greater intensity and duration for a
specific population with identified risks? If so, you may want to choose a selective or
indicated program/strategy to implement.
If you are looking at implementing a selective or indicated program/strategy, do you
have adequate funding? (Many selective and indicated programs/strategies require
more funds than do universal programs/strategies.)
Once you have answered the above questions and have determined what type of
population you will target, make sure you are clear as to: what age group(s) you want
to address; whether you are targeting both genders or just one; in which developmental
stage your target group is; and from which culture your target group is.
Next step: Best Practices
10
11. Strategic Plan Consideration
Step 6: Best Practices
Which prevention strategies have been shown through research to be effective?
(Select scientifically-defensible best practice to implement)
What are guiding principles and best practices?
Best practices are those strategies, activities, or approaches which have been shown
through research and evaluation to be effective at preventing and/or delaying substance
abuse.
Guiding principles are recommendations on how to create effective prevention programs.
When a community already has a prevention program or strategy in place, the guiding
principles can be used to gauge the program's potential effectiveness. They can also be
used to design an innovative program/strategy when none of the best practices are
appropriate to the community's needs.
Before you select a best practice or apply the guiding principles, your community must
conduct an assessment (risk assessment) to identify the risk and protective factors that
need to be addressed in your community. Once you have identified which risk and
protective factor(s) to address through your assessment, you can use the links below to
select the best practice(s) and/or guiding principles to address your community's needs.
Definition of "best practice": In this web-site "best practices" are those strategies and
programs which are deemed research-based by scientists and researchers at the National
Institute for Drug Abuse (NIDA), the national Center for Substance Abuse Prevention
(CSAP), National Center for the Advancement of Prevention (NCAP), National Office of
Juvenile Justice and Delinquency Prevention (OJJDP) and/or the national Department of
Education (DOE). These are strategies and programs which have been shown through
substantial research and evaluation to be effective at preventing and/or delaying
substance abuse. If you are familiar with the rating scale presented in the document,
"Science-Based Practices in Substance Abuse Prevention: A Guide" prepared by P.J.
Brounstein, J.M. Zweig, and S.E. Gardner, the best practices in this web-site would fall
into the categories of types 3, 4, and 5. Click here for more information on this rate scale.
(PLEASE NOTE: Each best practice has not been labeled either 3, 4, or 5. The authors of
the document did not specificy specific types to specific programs. Therefore, this
information does not exist.)
We have also included a category called "Promising Practices" in areas of the web-site
where there are few programs that have enough outcome data (or that have been
sufficiently evaluated) to be deemed best practices.
Definition of "promising practices": Promising practices are programs and strategies
that have some quantitative data showing positive outcomes in delaying substance abuse
over a period of time, but do not have enough research or replication to support
generalizable outcomes. These practices would fall into the rating scale (mentioned
above) of types 1 and 2.
11
12. Strategic Plan Consideration
NOTE: No single best practice will be successful at preventing substance abuse in your
community. To be as comprehensive as possible, best practices addressing prevention
strategies (CSAP strategies) in all areas of your community (family, school, individual,
peer, society/community) should be implemented. Remember: there is no "magic bullet"
in prevention!
Get more information on:
Guiding Principles (Part of Step 4)
Department of Education's Principles of Effectiveness
Best Practices
After you have completed a needs (risk) assessment and have identified the area you need
to address, you can access a list of best practices through the Needs Resources of
Effective Programs:
http://modelprograms.samhsa.gov
Additional Resource Materials
Also try visiting the other CAPT sites for more information. We recommend Central
CAPT's search page on best practices.
https://www.epidcc.samhsa.gov/
Next step: Evaluation
12
13. Strategic Plan Consideration
Step 7: Evaluation
How will you evaluate your prevention program?
(Conduct evaluation planning, implementation, analysis, and use results for
future program planning) https://www.epidcc.samhsa.gov/
This site is designed to be a "how-to" guide to planning and implementing an evaluation
of your prevention program. If you start by clicking on Section I of the outline below,
you will be led through the step-by-step process of developing an evaluation. You can
also use the outline to navigate the site and locate specific kinds of evaluation
information. There are 7 major sections.
Within each section you will find worksheets, tools, and examples of how to conduct
user-friendly evaluations of substance abuse prevention programs using the risk and
protective factors model. These worksheets and tools can also be accessed in the last
section of this site: Section X: Evaluation Tools & Measures.
I. What is Evaluation & Why Do It?
II. Using a Logic Model for Evaluation Planning
A. Who should develop the logic model?
B. Benefits of a Logic Model
Logic Model Worksheet
III. How to Build Your Program Logic Model
A. What You Need to Know to Build your Logic Model
1. What risk and protective factors does your program address?
2. What services and activities will your program provide?
3. Who will participate in your program?
4. How will these activities lead to outcomes?
5. What are your program's long and short term goals?
a. What immediate changes are expected?
b. What changes would your program ultimately like to create?
B. Reviewing your Logic model
IV. How to Plan Your Evaluation
A. General Considerations
B. Developing the Plan
1. What are you going to evaluate?
2. What do you want to know about the program?
a. Defining the purpose of the evaluation
b. Defining the users of the evaluation
c. Defining the evaluation questions
3. Focusing the Evaluation
a. Timing and program development
13
14. Strategic Plan Consideration
b. Scope of the program
c. Pragmatic considerations
V. Evaluating Your Program Using the Logic Model
A. General Issues in Evaluation Methods
1. Types of information
2. Quantitative and Qualitative information
3. Identifiying measureable indicators
4. Making decisions about methods
B. Evaluating Issue Focus
C. Evaluating Program Activities and Outputs
D. Evaluating Coverage
E. Evaluating Program Assumptions
F. Evaluating Outcomes
1. Some common methods
a. Post-test only
b. Post-test with a comparison group
c. Pre-Post
d. Pre-Post with comparison group
2. Distinctions between long and short term outcomes
3. Measuring Client Satisfaction
VI. Analyzing, Using & Interpreting Evaluation Information
A. Basic Aggregation and Analysis Strategies
B. Descriptive Information
C. Testing for Changes Pre-Post
D. Using and Interpreting Information
1. How will the information be interpreted-by whom?
2. How will the evaluation be communicated and shared?
VII. Implementing the Evaluation
A. Who's responsible for the evaluation
B. How to know if you need an Evaluation Consultant or Contractor
C. Finding and selecting a good consultant
VIII. Glossary
http://captus.samhsa.gov/national/resources/resources.cfm
IX. Links to evaluation resources
http://captus.samhsa.gov/home.cfm
X. Evaluation Tools & Measures
https://www.epidcc.samhsa.gov/
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15. Strategic Plan Consideration
A. Logic Model Worksheet
B. Hypothetical Logic Models from CSAP Best Practices
C. Developing Questionnaires
D. Developing Behavioral Surveys
E. Interviewing
F. Using Tests and Assessments
G. Using Observational Data
H. Conducting Focus Groups
I. Using Case Studies
J. Using Program Records
K. Using Community Archival and Indicator Data
L. Measuring Goal Importance
M. Measuring Client Satisfaction
N. Instruments for Risk and Protective Factors
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