Strategic Prevention Framework Training August 19, 2011 1:00 p.m. – 5:00 p.m.

1. Strategic Prevention Framework TrainingAugust 19, 20111:00 p.m. – 5:00 p.m. NJ Department of Human Services Division of Mental Health and Addiction Services Bidder’s Conference Hamilton, New Jersey Linda Barovier, Associate Coordinator Lourdes Vázquez, T/TA Specialist CSAP’s CAPT Northeast Resource Team

2. Learning Objectives At the conclusion of this training, attendees of the bidders’ conference will be able to: • Describe the 5 Steps of the Strategic Prevention Framework and key tasks associated with the Steps • Explain the process of problem selection/prioritization, planning and identifying evidence based strategies as a result of participating in case study activities

3. SPF Step 1:Community Level Assessment Process

4. What Do Regions Assess? Regions assess: • The types of problems experienced within the region • Who experiences the problem • Capacity within the region to address the problem • Which problem(s) can actually be addressed, given the region’s capacity

5. Needs Assessments Needs assessments examine regional conditions related to the state-identified priority problems, such as: • Underage drinking • Use of illegal substances, especially opioids among 18-25 year olds • Prescription medication misuse • Use of new and emerging drugs of abuse

6. Capacity Assessments Capacity assessments examine: • Resources available with the region to address needs • human • technical • financial • Readiness within the region • How ready is the region to address the problem identified? Cultural competency should be included as part of any capacity assessment. Refer to Handout 1: Community Level Cultural Considerations and Questions.

7. Regional Assessment Questions • What do you need to know? • Have any needs assessments already been done in the region? • Who are the key informants? • Who should be involved?* • Who will do what? * Refer to Handout 2: Who Should be Involved?

8. Types of Data Qualitative: • Described in words: to help understand ‘why’ people behave or feel the way they do • Local Sources • Key informant Surveys • Focus groups Quantitative: • Described in numbers: to help understand how often something occurs or to what degree a phenomenon exists • Local Sources • Surveys • Archival data (e.g., arrest records)

9. Combining Types of Data Often, both types of data will need to be collected to get the full picture of the underlying issues • Explain local contributions (e.g., municipal and/or county level) to regional problems • “Triangulation” • Using multiple data sources to confirm findings • Finding types of data that appeal to different sectors

10. Types of Quantitative Data Comparisons Refer to Handout 3: Types of Quantitative Data Comparisons

11. Types of Comparisons • Magnitude • Severity • Trend • Cost to society • Changeability

12. Case Study Activity – Step 1 Refer to Handout 4: Case Study

13. SPF Step 2:Elements of Community Mobilization and Capacity Building

14. Definitions Mobilization: Moving the region to address the problem Capacity Building: Increasing the ability of the region to address the problem by increasing levels of resources or readiness

15. Capacity Building: Five Areas Refer to Handout 5: Building Capacity: Five Areas

16. Capacity = Resources + Readiness • The various types and levels of resources that a region, county, community, organization, or individual has at their disposal to meet implementation demands. • The region’s level of readiness to engage in and support prevention efforts.

17. Internal & External Partnerships Internal Partnerships Collaborative relationships formed within the coalition. External PartnershipsCollaborative relationships built with organizations and sectors of the region that may not be formal members of the coalition. Refer to Handout 6: Partnerships and Sectors

18. Mobilization and Capacity Building Plans Typical Content of Mobilization and Capacity Building Plans • Addresses any capacity gaps identified in Step 1 • Contains an action plan that identifies how capacity gaps will be addressed and by whom • Describes media or other strategies for mobilizing the community to take action on the problem identified

19. Case Study Activity – Step 2 Refer to Handout 4: Case Study

20. SPF Step 3: Planning

21. Planning Tasks • Start with substance abuse problem and supporting data • Prioritize intervening variables that will address regional priority problems • Select evidence-based strategies • Identify measurable outcomes for each intervention • Complete a logic model

22. Steps in the Regional Plan Began mobilizing resources & building readiness Drilled down on intervening variables Selected evidence-based strategies Built final logic model Completed Needs Assessment Ensuredconceptual, practical, andevidence of effectiveness of the fit Ranked intervening variables Completed action plan Refer to Handout 7: Steps in Regional Plan

23. Sample Regional Logic Model 1 Refer to Handout 8:Sample Regional Logic Model 1

24. Identification of Evidence-Based Strategies Refer to Handout 9: Identification of Evidence-based Strategies

25. Five Key Strategies- The five key strategies are: • Policy • Enforcement • Communications/Media • Collaboration • Education Refer to Handout 9: Identification of Evidence-based Strategies

26. Federal Registries Federal registries, including: • SAMHSA’s National Registry of Evidence-Based Programs and Practices (NREPP) • OJJDP Model Programs Guide • USDOE Exemplary and Promising Safe, Disciplined and Drug Free Schools Programs • CDC’s Guide to Community Preventive Services • Guide to Clinical Preventive Services

27. Peer-Reviewed Journals • Scientific journals in which article submissions are reviewed and selected for publication by panels of experts in the field. Some considerations: • Was the practice implemented under similar circumstances (geographic area or target population)? • Does the study show impacts on your intervening variable and rule out other explanations for the change?

28. Other Evidence of Effectiveness • “Other Evidence of Effectiveness” is usually determined by either an evidence based panel or panel of experts identified by the state • Experts often have background in research or program evaluation • Most likely to apply to environmental strategies addressing illicit drugs or prescription medication abuse where there are fewer studies published

29. Fit Issues – Evidence-Based Strategies Source: “Identifying and Selecting Evidence-Based Interventions: Guidance Document for the Strategic Prevention Framework State Incentive Grant Program,” Department of Health and Human Services / SAMHSA / CSAP, 2009. Refer to Handout 10: Fit Issues – Evidence-based Strategies

30. EBP Selection Process Refer to Handout 11: EBP Selection Process

31. Sample Regional Logic Model 2 Refer to Handout 12: Sample Regional Logic Model 2

32. Case Study Activity – Step 3 Refer to Handout 4: Case Study

33. SPF Step 4:Implementation

34. What Does Implementation Include? • Capacity & Mobilization Efforts Needed in order to Implement EBPs • Performance of Monitoring Functions & Plans for Collection of Evaluation Data • Evidence-Based Practices, Policies & Programs (EBPs) Refer to Handout 13: What Does Implementation Include?

35. Implementation Planning Tools • Logic Model: Graphic depiction of the planned prevention intervention • Action Plan: Translates the logic into an operational plan with detailed information. • Effective Implementation Plan Refer to Handout 14: Implementation Planning Tools

36. Planting Seeds for Evidence-based Practices Implementation • Introduce strategies to partners & key stakeholders 3 • Expand internal and external partnerships needed for EBP • Increase awareness of problem and readiness to act 2 1 Refer to Handout 15: Planting Seeds for EBP Implementation

37. Evidence-Based Strategy Implementation • Create action plan including task & timeline • Process & outcome evaluation measures collection plan implemented • Training for implementers • Meetings with implementation partners Refer to Handout 16: Evidence-based Strategy Implementation

38. Sequencing EBP Implementation

39. Case Study Activity – Step 4 Refer to Handout 4: Case Study

40. SPF Step 5:Evaluation

41. Key Regional Steps in Evaluation & Monitoring • Develop a process to monitor implementation • Review process and outcome evaluation data • Develop a plan to use data to improve implementation and performance at the regional level • Use data to determine what outcomes to be sustained

42. Regional Level Evaluation Tasks • Development of recommendations for quality improvement • Process evaluation • Review policy, program, and practice effectiveness • Collection of required outcome data Refer to Handout 17: Regional Level Evaluation Tasks

43. Process Evaluation - Examples • Determining if capacity building plan is being implemented as described • Are strategies being implemented as planned? • Documenting any adaptation (planned or unplanned)

44. Outcome Evaluation - Examples • Collection of outcome data required as part of the regional plan • Review of policy, program, and practice effectiveness • Development of recommendations for quality improvement

45. Key Regional Evaluation Products • Interim & final evaluation report and updates • Recommendations for quality improvement • Incorporation of formative changes to inform best practices in sustainability

46. Case Study Activity – Step 5 Refer to Handout 4: Case Study

47. Closing and Evaluation

48. Thank You! Linda Barovier Associate Coordinator lbarovier@edc.org (401) 822-1696 Lourdes Vázquez Training and Technical Assistance Specialist lvazquez@edc.org (301) 996-1620 Northeast Resource Team SAMHSA’s Center for the Application of Prevention Technologies Education Development Center, Inc. 55 Chapel Street Newton, MA 02458-1060

49. Handouts & Resources

50. Assessment: Who Should Be Involved? • Youth and youth organizations • Parents and parent organizations • Schools • Service providers • Law enforcement • Civic and volunteer organizations • Elected officials • Businesses • Key stakeholders