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Identify underlying factors that contribute to alcohol and other drug problems.
Identify local retail outlet locations.
Create a summary of the program implementation outcomes.
Build the capacity of the coalition.
Protective factor assessment
Law enforcement interviews
Risk factor assessment
Delaying the early onset or initiation of alcohol use.
Educating parents to "take the keys" when hosting underage parties.
Changing the minimum legal drinking age to 18.
Creating a new school health and physical education curriculum.
Resiliency is a trait that some people have while others do not.
People can and do bounce back in the face of adversity.
It is a process of connectedness.
A focus on strengths is an effective strategy.
Looks at biological and psychological characteristics or a person or group to determine what either supports or deters substance use in that population.
Was developed by Search Institute and identifies 40 developmental assets to be used across the life span.
Provides safe prescription drug disposal and other education about social access to medications.
Is based on the theory of resiliency.
Education, community mobilization, alternative activities, and problem diagnosis.
Alternative activities, information dissemination, reporting, and aftercare.
Assessment and referral, reporting, information dissemination, and community mobilization.
Education, alternative activities, environmental strategies, and problem identification and referral.
Government funding and financial support.
Business members and clergy representation.
A clear vision and a mission.
Dedicated parent members.
Risk and protective factors
Providing addiction counseling
Interpreting psychological tests
Determining an appropriate course of treatment
Identifying the problem and referring to treatment
Working frequent overtime for additional income.
Living within the principles of the profession.
Handling the stresses of professional life.
Managing time in a skilled manner.
First hand knowledge.
Focus group results.
Early aggressive behavior.
Lack of parental supervision.
Strong neighborhood attachment.
Delivering the program with fidelity to the model.
Making changes to the program to be responsive to the needs of target populations.
Delivering training in only English but providing handouts in the language of the culture.
Providing training to staff to familiarize them with the norms and behaviors of the dominant culture.
Substance abuse treatment resources.
Risk and protective factors.
Funding and data.
Multiple streams of income.
Membership limited to key community leaders.
A stable structure with policies and procedures.
Appropriate levels of readiness to address the problem.
Knowledge base and understanding regarding all sectors in the community.
A set of behaviors, attitudes, and policies that enables effective diverse interactions and similarities within, among, and between groups.
An ability to communicate respectfully with diverse cultures while still advocating the position of the dominant culture.
A record keeping system that lists all populations within a community.
Having one person set the agenda.
Allocating time to set action steps.
Leaving controversial items to the end.
Ignoring new agenda items that are suggested.
Strict liquor control enforcement.
Problem identification and referral.
Policy change to reduce alcohol availability.
Limiting compliance checks.
Increasing alcohol taxes.
Assessing parental consent.
Building capacity among bar owners.
Key informant interview.
The absence of depression, anxiety, or other mental illness.
Identifying risk and protective factors in an individual or community.
Exhibiting resilience in stressful situations.
A state of mental/emotional well-being and/or choices and actions that affect wellness.
The organization has a mission statement that reflects a commitment to cultural competency.
The organization strategic plan includes cultural competency at each step of planning.
The culture of target populations is considered only if there is funding.
Funding is set aside for cultural competence training for staff and board members.
Alcohol tax policies.
Drinking and driving prevention policies.
Policies to regulate alcohol availability.
Policies to educate youth and parents.
The newest technology in social media.
Strategies for creating a social marketing campaign.
The skills to view the media critically and make informed choices.
Effective media advocacy practices.
Provide information in class about abuse in an effort to help the youth identify they may be experiencing abuse.
Call the parents of the youth to report what was overheard.
Talk to the youth directly to get more information and offer referral sources.
Consult with a supervisor and call the appropriate social service agency to further investigate.
Consider personal needs such as income and job stability.
Balance personal needs with those of the community served.
Focus on the needs of the community served.
Follow personal instincts when making decisions.
Choosing the solutions or strategies
Defining the partners who will be involved
Identifying evaluation strategies
Defining the problem and other related behaviors
Leave it to the reader to interpret results and assess the strength of the evidence presented.
Provide detailed findings of evaluation even if the interventions are not successful.
Include a limited number of interventions depending on how they are selected.
Provide statistical data on the strength of evidence measured against defined and accepted standards for scientific research.
Age of onset of first use.
Perception of parental approval of use.
Access and availability of substances.
Access to after-school programming.
Select the best group members.
Direct the group.
Ensure outcome-based meetings.
Keep quiet so all can speak.
Allow discussions to continue.
Keep the group on task.
State an opinion on the topic.
Keep discussion focused on the issue rather than the individuals.
Table the discussion for another time.
Identify what appears to be the best option.
Encourage the various sides to consider changing their position.
Make eye contact with those talking.
Call them by name and remind them of the group ground rule on this issue.
Address them and bring them into the current discussion.
Move around the room and stand casually behind them.
Let the meeting continue until the agenda is completed.
Help the group to prioritize the remaining agenda items.
Determine what agenda items should be addressed.
Finish the current agenda item and end the meeting.
Overlook the silent members.
Use open-ended questions.
Keep everyone in a large group.
Use the lecture technique.
Retain the leadership of the fiscal agent.
Ensure that every community group is involved.
Provide regular opportunities for feedback to partners.
Limit communication to what is essential to the lead agency.
Consult the developer of the intervention.
Get the approval of their supervisor.
Get the approval of representatives of the focus population.
Document the reasons for the proposed changes to the intervention.
Relatively high likelihood of achieving the intended impact.
Fidelity to core components.
Known resources and requirements for effective implementation.
Poor fit to community needs, strengths, or capacities.