1. 2016

2. Find a partner and answer the following four questions:
What is your name?
What city/county do you live in?
Which organization/school do you work for/attend?
Discuss one cool thing about you and/or your organization/school.

3. Contact information:
Name: Joshua S. Greer, M.Ed., CHE, CPS II
Email: contractedservices15@gmail.com
Phone: (731)336-7040

6. Get into groups of 3.
In your group of 3, answer the following questions:
What were some of the messages you received about substance abuse when you were
growing up?
What types of prevention programs do you recall learning about or participating in?
What were the messages delivered in these programs?
How do these experiences affect your attitude and current approach to addressing
substance use?
Assign someone to report out.

8. “If the frogs in a pond started behaving
strangely, our first reaction would not be to
punish them or even to treat them.
Instinctively, we'd wonder what was going on in
the pond. We need to take this same approach
when considering harmful patterns of substance
use [or other problem behaviors].”

9. A characteristic at the biological, psychological, family,
community, or cultural level that precedes and is associated
with a higher likelihood of problem outcomes.

10. A characteristic at the individual, family or community level
that is associated with a lower likelihood of problem
outcomes.

11. In a group of 3, think of 6 factors that could put a
person at risk for substance abuse—either individual
characteristics or factors related to family, or
school/community.
Each group will summarize and report out.

13. In a group of 3, think of 6 factors that protects a
person from risk of substance abuse—either individual
characteristics or factors related to family, or
school/community.
Each group will summarize and report out.

14. You have 15 minutes. Go!

15.  People whose household incomes were below (or near) the federal poverty level had
a substantially higher prevalence of smoking compared to people with more income.
 Males have suicide rates almost four times as high as females.
 Racial/ethnic minorities (except Asian) continue to experience a disproportionate
burden of HIV diagnoses.
 Current alcohol use among youth aged 18-20 is almost 50%, even though alcohol
consumption is illegal under age 21.

16. Identify an activity in your everyday life, work, or school that incorporates ALL five
steps of the SPF.
Write down what you did for each of the five steps:
 Assessment
 Capacity
 Planning
 Implementation
 Evaluation
Discuss responses with the large group.

17. What? – What substance abuse and other behavioral problems need to be addressed?
Who? – Who will the intervention(s) focus on? Will it be everyone or a specific population
group?
When? – When in the lifespan—or at what specific developmental stage—is the population
group that the interventions focus on (e.g. adolescence, young adulthood).
Where? – Where should the interventions take place? Prevention takes place in multiple
contexts that influence health and where risk and protective factors can be found—in
families, communities, and society.
Why? – Why are these problems occurring? This refers to the risk and protective factors.
How? – How do we do effective prevention? This refers to a planning process—the Strategic
Prevention Framework—that will be used to determine what prevention and wellness
interventions will be most effective for a specific population group.
Step 1 is sometimes referred to as a needs assessment.

19. Resources and Readiness
Risk and
Protective
Factors
Problems
and Related
Behaviors
Interventions
Consequences
and
Consumption
Intervening
Variables /
Causal Factors
Interventions
/Strategies

21. To change a problem, we must first understand it. Only then can we identify the best
way to solve it. Gathering data on substance use and its associated problems will help
us understand it.
The data we gather will help to answer the following questions:
 What are the problems and related behaviors that are occurring in the community?
 How often are the problems and related behaviors occurring?
 Where are the problems and related behaviors occurring?
 Which populations are experiencing more of the problems and related behaviors?
(relate this back to health disparities)

22. Quantitative:
Shows how often an event/ behavior occurs or to what degree it exists
Qualitative:
Explains why people behave or feel the way they do
Give me some examples of both.

23. As a group, list three challenges that your organization has with data collection.

28. Logic Model

29. You have one hour to grab something to eat.

31. In a group, list six resources that your community has.
We can
give
money.
We have a
university in our
community
I am Latino
and know my
community
well.

32. Who are your stakeholders?
 Make a list of your “homerun” hitters.
How are they involved in the coalition?
Do they participate in every meeting or organizational activity?

33. Get in your groups, with each person assigned a specific stakeholder or sector.
Answer the following questions about your stakeholder/sector:
 What information would the stakeholder/sector need to know to increase their
awareness of the problem and improve their level of readiness? (e.g., data on the
problem, information about prevention)
 How would you get information to the stakeholder/sector? (e.g., public event, flyer,
media, social media)
 When would you get information to the stakeholder/sector? (e.g., when new data
about the problem is available, when resources are needed)

34. So, what does that look
like?

35. Now, get into your groups, with each person assigned to one of the following:
Assess your community’s
o behaviors and related problems
o risk and protective factors
o capacity or “readiness and resources”
Now, as a group, write a 30-second elevator speech for your assessment task.

36. How do you define culture?

37. Elements of Culture
 Norms
 Values
 Beliefs
 Symbols
 Practices

45. You have 15 minutes.

46. Each group is assigned one of the three keys to sustainability:
o Build community support
o Enhance organizational capacity
o Ensure effectiveness
As a group, determine the following:
o What does your “key” have to do with sustainability?
o Give an example of that “key”.

52. Intervention: Party Patrols

55. You have an unlimited amount of resources. How would you distribute your product?

57. Contact information:
Name: Joshua S. Greer, M.Ed., CHE, CPS II
Email: contractedservices15@gmail.com
Phone: (731)336-7040

58. 1 Substance Abuse and Mental Health Services Administration. (2011). Leading change: A plan for SAMHSA’s role and actions 2011–
2014 (HHS Publication No. (SMA) 11-4629). Rockville, MD: Author.
2 National Prevention Council. (2011). National prevention strategy: America’s plan for better health and wellness. Washington, DC: U.S.
Department of Health and Human Services, Office of the Surgeon General.
3 Substance Abuse and Mental Health Services Administration. (2011). Leading change: A plan for SAMHSA’s role and actions 2011-2014 (HHS
Publication No. (SMA) 11-4629). Rockville, MD: Author.
4 Substance Abuse and Mental Health Services Administration. (2011, September 15). About SAMHSA’s wellness efforts [Website].
Retrieved from http://www.promoteacceptance.samhsa.gov/10by10/default.aspx; Swarbrick, M. (2006). A wellness approach.
Psychiatric Rehabilitation Journal, 29,(4) 311–314
5 National Research Council and Institute of Medicine. (2009). Preventing mental, emotional, and behavioral disorders among young
people: Progress and possibilities (O’Connell, M. E., Boat, T., & Warner, K. E., Eds.). Washington, DC: National Academies Press.
6 World Health Organization. (n.d.) Health promotion [Website]. Retrieved from www.who.int/topics/health_promotion/en
7 National Research Council and Institute of Medicine. (2009). Preventing mental, emotional, and behavioral disorders among young people:
Progress and possibilities (O’Connell, M. E., Boat, T., & Warner, K. E., Eds.). Washington, DC: National Academies Press.
8 National Research Council and Institute of Medicine. (2009). Preventing mental, emotional, and behavioral disorders among young people:
Progress and possibilities (O’Connell, M. E., Boat, T., & Warner, K. E., Eds.) (p. 68). Washington, DC: National Academies Press.
9 National Research Council and Institute of Medicine. (2009). Preventing mental, emotional, and behavioral disorders among young people:
Progress and possibilities (O’Connell, M. E., Boat, T., & Warner, K. E., Eds.) (p. 69). Washington, DC: National Academies Press.
10 National Research Council and Institute of Medicine. (2009 Preventing mental, emotional, and behavioral disorders among young people:
Progress and possibilities (O’Connell, M. E., Boat, T., & Warner, K. E., Eds.). Washington, DC: National Academies Press.

59. National Research Council and Institute of Medicine. (2009). Preventing mental, emotional, and behavioral disorders among young people: Progress
and possibilities (O’Connell, M. E., Boat, T., & Warner, K. E., Eds.) (p. 66). Washington, DC: National Academies Press.
12 National Research Council and Institute of Medicine. (2009). Preventing mental, emotional, and behavioral disorders among young people:
Progress and possibilities (O’Connell, M. E., Boat, T., & Warner, K. E., Eds.) (p. 66). Washington, DC: National Academies Press.
13 National Research Council and Institute of Medicine. (2009). Preventing mental, emotional, and behavioral disorders among young people:
Progress and possibilities (O’Connell, M. E., Boat, T., & Warner, K. E., Eds.) (p. 66). Washington, DC: National Academies Press.
14 National Research Council and Institute of Medicine. (2009). Preventing mental, emotional, and behavioral disorders among young people: Progress and
possibilities (O’Connell, M. E., Boat, T., & Warner, K. E., Eds.). Washington, DC: National Academies Press.
15 Substance Abuse and Mental Health Services Administration. (2012). SAMHSA's Working Definition of Recovery. Rockville, MD: Substance Abuse and
Mental Health Services Administration. Retrieved from http://store.samhsa.gov/product/SAMHSA-s-Working-Definition-of-Recovery/PEP12-RECDEF
16 Miles, J., et al. (2010). A public health approach to children’s mental health: A conceptual framework. Washington, DC: Georgetown University
Center for Child and Human Development, National Technical Assistance Center for Children’s Mental Health.
17 National Research Council and Institute of Medicine. (2009). Preventing mental, emotional, and behavioral disorders among young people:
Progress and possibilities (O’Connell, M. E., Boat, T., & Warner, K. E., Eds.) Washington, DC: National Academies Press.
18 Committee for the Study of the Future of Public Health, Division of Health Care Services. (1988). The Future of Public Health. Washington, DC: The National
Academies Press.
19 National Research Council and Institute of Medicine. (2009). Preventing mental, emotional, and behavioral disorders among young people:
Progress and possibilities (O’Connell, M. E., Boat, T., & Warner, K. E., Eds.) (p. 81–82). Washington, DC: National Academies Press.