The Positive Community Norms Process. Overview. Part 1

Transcription

1 The Positive Community Norms Process Overview Part 1 For more information, please contact Kelly Jutila, Program Coordinator, at Kelly@MontanaInstitute.com or Copyright 2009 The Montana Institute, LLC. All rights reserved. The Science of the Positive is a registered service mark of the Montana Institute, LLC.

2 INTRODUCTION Positive Community Norms (PCN) is a new process of community health leadership based on timeless principles and decades of research. Positive Community Norms is founded upon the philosophy known as the Science of the Positive. The Science of the Positive recognizes core, timeless principles as the basis of all individual and community transformation. Positive Community Norms theory operates from these principles with a focus on impacting individuals and community norms. Like many community and population-focused approaches, PCN often employs methods of health communications and social marketing through various campaigns. When applied to the issue of reducing youth alcohol use, the focus of PCN campaigns are to challenge people s commonly-held perceptions about their environment and the behavior of their peers, as well as their beliefs about how problems like underage drinking should be confronted. PCN Tip: Expand Your Efforts This workbook contains specific information and examples related to the prevention of underage drinking, but the material it contains can be used to address virtually any topic. PCN campaigns come in all shapes and sizes. They can be statewide behemoths with budgets of millions of dollars, or they can be individual community programs that operate entirely on donated resources. This workbook will help you plan and implement a PCN campaign in your state, region, town or community whatever size program you have in mind. TOWARD THE POSITIVE Positive Community Norms Campaigns seek to reduce serious problems such as youth drinking without focusing energy on fear and negativity. When we use media to focus on serious concerns, we sometimes distort the context of the situation in the attempt to drive home our concerns. One result of this focus on negative aspects of the problems is that we can actually promote misperceptions of the prevalence of the issue. As a society, it is like we have cultural cataracts; our vision is often distorted by the media s if it bleeds, it leads focus on the problems and harm caused by the dangerous behavior of a small percentage of people (Linkenbach, 2001). Instead of fostering cultural conditions that support healthy behavior, the media obsessively focuses on problems, risk, and danger, fueling even more exaggerated perceptions of their prevalence. PCN campaigns work to refocus our vision on the positive, healthy normative behavior among these communities. Data from interventions focusing on reducing misperceptions of health norms, demonstrate that messages and images that portray health as the norm and the expected behavior result in increased health protections and lowered risk (Perkins, 2005). Copyright 2009 The Montana Institute, LLC. All rights reserved. 2

3 MOVING BEYOND HEALTH TERRORISM The Positive Community Norms process is a leadership model that seeks to grow positive norms and reduce the volume of negativity in the public conversations in a community. Like all leadership approaches, the PCN process involves transforming and challenging some widely held beliefs. Some longstanding prevention approaches are deeply rooted in many communities and may have sentimental value to those that initiated and/or deliver them. Be prepared to begin your efforts by providing education about good prevention practice in general, especially if prevention in your community tends to derive from what feels good rather than what works. Prevention has become much more science-based than it was in its formative years. Tactical efforts to reduce alcohol abuse date back to at least the early 1800s with the temperance movement. In the decades since, prevention has been marked by a series of approaches and efforts to reduce the harm related to use and abuse, many of which had very little basis in research or little evidence of effectiveness. Scare tactics, arguably one of the more popular and widely-used approaches in our prevention history, have been used for decades to promote and publicize the dangerous activity of the minority. This strategy unfortunately ignores the fact that healthy, protective choices are normative. Fear-based messages, or scare tactics, are a type of persuasive appeal designed to scare the health into people by emphasizing or exaggerating the terrible things that will happen to them (such as death or overdose) if they do not do what the message recommends (such as abstinence from alcohol). Inflating people s fears can backlash against the goal of health promotion by supporting and exaggerating misperceptions of community norms (Linkenbach, 2001). COMMUNITY LEADERS MUST CHALLENGE AND SUPPORT Positive Community Norms leaders must challenge and support key stakeholders and prevention leaders. Some community leaders may be attached to old prevention practices, such as scare tactics, and thus it may be particularly challenging to get them on board with a new, positive approach. However, while those implementing fear appeals have good intentions, Copyright 2009 The Montana Institute, LLC. All rights reserved. 3

4 youth do not respond well to "health terrorism" or scare tactics that are found in some antismoking, drinking, or drug ads. Research panels commissioned by leading government agencies to study underage drinking (Bonnie and O Connell, 2004) and other health-risking behaviors in adolescents (The National Institutes of Health, 2004) have found that the use of scare tactics is not merely ineffective, but may actually make problems worse. Thus, there appears to be a gap between research findings about the promising effects of positive, perception-based approaches (National Institutes of Health, 2004) and the continued application of traditional fear-based strategies by prevention practitioners. It s our responsibility as prevention practitioners to advocate the use of effective, evidencebased prevention strategies in our communities, and discontinue those approaches that aren t working. Fear-based media efforts compete with positive PCN messages by solidifying alreadyexaggerated misperceptions about the prevalence of teen drinking. Your campaign will have much greater power for change if you can turn down the volume of potentially competitive, negative messages, and expose your intended audience to compatible, positive messages (which you can offer to help them create) about healthy behaviors and attitudes being the norm. This can be a valuable opportunity to find common ground with schools and other prevention groups. Work with your local schools, law enforcement agencies, prevention groups and coalitions to withhold health terrorism such as mock car crashes or death days that could dilute the impact of your campaign. The challenge and opportunity for the successful PCN leader is to foster reflection on the efficacy and principles of current prevention approaches so that community leaders and members feel safe enough to challenge and change their strategies in light of new data that shows greater promise. COMMUNITY SNAPSHOT: Turning Down the Volume on Counterproductive Messages The Maine Community Youth Assistance Foundation proactively worked with the schools in their district to eliminate the mock car crashes they traditionally organized before prom. As a result, the Foundation and two local high schools initiated the Positive Prom Car Project as a component of their social norms campaigns. At one school, instead of a crashed car displayed on the school lawn, a top-of-the-line brand new sports/luxury car was displayed, with the accompanying message: 1,130 Maine South students attended Junior and Senior prom in 2006, and 1,130 Maine South students arrived home safely. 89% don t drink and drive The project team confirmed the data for the message with the Police Department and School. No alcohol or drug related incidents and no accidents were reported. Copyright 2009 The Montana Institute, LLC. All rights reserved. 4

5 LEADING FROM THE SCIENCE OF THE POSITIVE The Science of the Positive is a philosophy that has been developed over years of research and works with agencies, communities, and businesses and is now used by individuals and communities to change perceptions, behaviors, and outcomes and discover opportunities to fulfill their potential (Linkenbach, 2003). The Science of The Positive (SOTP) is a life philosophy and blueprint for developing soul in leadership and cultivating community. It is a researched-based framework tested and refined over decades that reveres, studies and practices the existence of a permanent Positive manifesting as truth, beauty and goodness. SOTP is a foundational holistic framework that guides the development and use of best practices in our work. SOTP can work within different contexts, theories, models, structures, religions and cultures. It is elemental, and based upon fundamental laws of change that are irrespective of time, place and lifestyle. To this extent, SOTP does not seek to be its own thing, but strives to work within and support existing models. It is not dogma; but rather a tool that can be used by anyone, anywhere, and which has many different expressions. Just as a philosophy represents an investigative approach that consists of truths or principles of being; knowledge; and conduct, the Science of The Positive recognizes the vitality and relationship of these in the form of three core elements Spirit, Science and Action. Spirit, Science, and Action work together; they are intertwined, reaching up and back down in an ongoing process. In our bodies, we perceive this as thoughts-feelings-actions that, when joined, create the conditions for synergistic reaction. Each element is present at the same time, but they can get out of balance: Science and facts alone are not the answer. And pragmatism (action) alone is insufficient. We need something bigger than ourselves. What we long for is Copyright 2009 The Montana Institute, LLC. All rights reserved. 5

6 there, and this is the essence of this calling. Transformational leaders know it s out there and seek it. By aligning the science (PCN theory) with spirit (a positive, hope-based frame) and then taking appropriate action (best practices), we can realize tremendous synergy in our prevention efforts. First, we recognize the powerful need to honor the spirit in our work. When we do, and when we recognize that this spirit is inherently positive, we are renewed in our own energy and aligned with others. Even if we have different perceptions of the world than our colleagues, partners, and collaborators, we are able to recognize a common spirit. This commonality provides us a place to begin, even when disagreement pervades everything else. The word spirit comes from the Latin word spiritus which literally means "breath." It is the breath which gives us life. By grounding our efforts in a positive spirit, we give our work breath or life. Many may call this "breath" hope. Hope is absolutely critical to renew our daily energy, to bring critical resources and partners to the table, and to sustain our efforts for the years to come. We cannot overlook the critical importance of hope in our work. When we ground our efforts in science, we are able to achieve measurable outcomes and learn from our efforts. For without this grounding, we can utilize enormous resources (often gathered through our strong sense of spirit), but deliver minimal outcomes. The scientific process requires that we use appropriate techniques to measure our efforts, that we recognize and embrace the limitations of these techniques, and that we are always challenging our core assumptions. The scientific process is all about learning. When we recognize that learning is a critical step in our work, we begin with our eyes wide open and conclude with more knowledge. We use the science to help us move from busy to effective. We use the science to help us recognize the difference. The scientific process is a systematic approach that allows us to gain a more useful understanding of the world. When we embrace science in our prevention efforts, we will be more successful with each and every iteration of our work. Our evaluations will lead us to new understanding, which in turn, will lead us to better implementation. Without science, we are prone to misperceptions and hit-or-miss outcomes. When we recognize the spirit in our work and ground our efforts in science, we are empowered to act and act in an efficient, effective manner. Clearly, without action, we will not reduce negative outcomes; we will not increase health in our communities. It is from our action that we achieve our results and these actions need to be grounded in science in order for us to be effective. Honoring the spirit which underlies our action sustains our energy and prevents us from burning out. In the end, our actions will determine our outcomes. Even with a strong connection to spirit and the best science, we will not have positive results without investing the time and resources to implement our efforts. MOVING FROM COMPREHENSIVE PROGRAMS TOWARD HOLISTIC PROCESSES Positive Community Norms leadership is fostering the next phase in prevention work which is moving from comprehensive programs toward holistic processes. Copyright 2009 The Montana Institute, LLC. All rights reserved. 6

7 As we become more sophisticated in our prevention work, we recognize that our prevention design must be comprehensive. We need resources that address all members in a group (i.e., universal strategies), those members who are at-risk for a certain behavior (i.e., selected strategies), and interventions for individuals who are exhibiting the behavior (i.e., indicated populations). We need to explore activities that change the environment. We need to capture or codify improvements to the environment in policies and regulations (i.e., laws). A comprehensive approach involves many different activities and efforts working throughout a community. But comprehensive programs are not enough. Even the most comprehensive prevention designs can be ineffective when replicated in new settings or in new cultures. PCN moves beyond a comprehensive paradigm (which is by definition deficit-based and focused on reducing the problem) to a holistic process of community leadership development. A holistic approach occurs when the many activities and efforts work together as a system in a synergistic way. PCN connects the many activities through a common spirit and a scientific basis which recognizes and honors the community it serves. Positive Community Norms uncovers and grows the goodness present in every community. Positive Community Norms provides lasting and sustainable energy by connecting to a strong sense of spirit, provides effectiveness and growth by being grounded in science, and finally, provides a means to move beyond the issue-of-the-day towards fostering the development of authentic, healthy communities. COMMUNITY SNAPSHOT: Turning Down the Volume on Counterproductive Messages Use of the Science of the Positive has contributed to yet other successes in several different leadership contexts. The following are two examples. A corporate occupational health and safety organization representing 3.3 million service workers and 83,000 businesses across Ontario, Canada. There, the principles were used to develop executive team leadership goals and a communication framework. After this work, the company CEO came to Montana for a Science of the Positive boot camp an onsite visit where, over three days, she focused on the spirit of transformation in leadership, the science of planned change, and actions to implement best practices. As a result, the CEO sent key leaders to Montana to go through the same process so as to align her executive team with Science of the Positive principles. A major federal agency developed a strategic communications process built upon the seven core principles. Expert researchers and practitioners from across the nation utilized the core principles to help create a positive communications framework and guiding leadership principles for how to view and discuss important national health issues. Engaging in the process of Positive Community Norms leadership is about daring to see things as they really are in order to embrace the unknowable future with the intention and willingness of believing something wonderful is about to happen. PCN leaders are passionate about this new work because through the process of humbly transforming ourselves and our perceptions, behaviors shift as individuals and communities learn to lead purposeful lives and achieve true potential. Copyright 2009 The Montana Institute, LLC. All rights reserved. 7

8 BUSY OR EFFECTIVE? A difficult question: Are we busy or effective? And even harder sometimes: How do we know? The mere fact that you are taking the time to step away from busyness to attend this training is a great indication of your desire to become more effective. We hope that you will use the information from this training as a way to challenge your ideas, learn new ideas, and ultimately become more effective. Am I busy or effective? An important question to continually ask yourself and your colleagues. The first step on a path towards becoming more effective is to realize that we may have to change what we are doing. In fact, we may have to stop doing certain things altogether. Changing our approaches can be hard, but let us not forget the definition of organizational insanity: Doing what we have always done and expecting different results. If we want to improve our results, then we need to be willing to learn about new ways of doing things. We sincerely want this book to be an effective resource for you, so we ask you to be willing to open yourself to new ideas, to look for the learning in every chapter, on every page. The first step towards moving from busy to effective is to start recognizing spirit, science, and action. During this training, dare to look deeply at the underlying spirit and intention of the positive. Take note of the science. And begin to practice the actions. Similarly, start looking for the spirit, science, and action in your own daily life and in your interactions with others. Perhaps as you welcome new coalition members, you can discern their spirit for participating as separate from their science and their actions. Maybe, as a prevention leader, you recognize the need to help your colleagues, partners, and coalition members become more scientific. Once we know what we are looking for, we can begin to see it. Become aware of the spirit, science, and action in your world. The second step towards effectiveness is to embrace the 7 Core Principles which will be discussed later in the training. These principles are not meant as steps, one after another, but rather as principles to be applied in many different areas of our work and personal lives. Third, recognize and embrace your role as a community leader. You are leading your community away from the dangers of underage drinking and towards healthier living. And your role is even greater than that. You are leading your community away from a negative image of youth towards a positive image of youth. You are leading your community away from a negative, fearful, hopeless image of its future towards a positive, hopeful future. You are building a positive community; embrace the journey. Copyright 2009 The Montana Institute, LLC. All rights reserved. 8

9 SOCIAL NORMS THEORY The Positive Community Norms process incorporates elements of other theories such as the social norms approach theory. The social norms approach to prevention emerged as a way of explaining and shaping human behavior based upon the powerful role of perceptions (Perkins and Berkowitz 1986). Social norms theory maintains that people s behavior is strongly influenced by their perceptions of the attitudes and behaviors of their peers. If people think harmful behavior is typical, they are more likely to engage in it. If they think protective behavior is the norm, then that type of behavior holds sway. For example, if individuals hold an exaggerated idea of the acceptance or frequency of drinking and driving among their peers, they are more likely to experiment with or increase their own risky drinking and driving behavior. The key to the behavior-changing potential of the social norms approach is that most people misperceive the normative behavior of their peers. Social norms studies have repeatedly found that people think risk-taking behavior is more prevalent than it actually is (Perkins, 2003). Further, social norms research has shown that if their misperceptions are corrected to reflect the actual, less risky, more protective behaviors and attitudes that are the norm in their communities, people are more likely to behave in accordance with those positive standards (Cialdini, 2003; Perkins, 1997, 2003). Key Social Norms Terms Social norms are simply the behaviors or attitudes of the majority of people in any community or group. If most people in a community do not smoke, then not smoking is the normative behavior, or the social norm. Not smoking is normal, acceptable, and perhaps even expected in that population. Non-norms are the behaviors or attitudes of the minority of people in any community or group. Often people misperceive behaviors and believe that they are norms, when in fact, they are non-norms. Perceptions of social norms are people s beliefs about the norms of their peers. Perceptions of social norms play an extremely important role in shaping our individual behavior. Our perception of what is acceptable, majority behavior how fast we think most people drive, whether we think most people wear seatbelts, how many drinks we think most people have before getting behind the wheel play a large role in our own behavioral decisions. Unfortunately, we often misperceive the social norms of our peers, thinking that risky behavior occurs with far greater frequency and social acceptance than it actually does. Consequences of Misperceptions of Social Norms. People tend to behave in the way they believe is most typical of and accepted by their peers. If people believe that risky behaviors are typical, they are more likely to engage in those behaviors for several reasons. First, people may be more likely to take part in a high-risk activity if they misperceive it as the norm. Second, those who regularly engage in high-risk activities will wrongly think that their behavior is accepted social practice. And third, fear of social disapproval can make people reluctant to intervene to stop dangerous behaviors that they believe are socially sanctioned. Copyright 2009 The Montana Institute, LLC. All rights reserved. 9

10 COMPARING SOCIAL MARKETING AND SOCIAL NORMS MARKETING Social Marketing Social Norms Marketing Uses traditional marketing techniques (such as advertising) to elicit a change in behavior among a certain target population. Messages are created which communicate information about certain behaviors (such as wear a seatbelt or don t smoke). Often uses fear and cost / benefits as behavioral motivators. A certain population is segmented to target. Appropriate communication channels are researched and used to reach the target population. Focus groups and surveys may be used to test various messages with the target population. Participant perceptions of norms not considered when framing media messages. Various forms of media are used to achieve the appropriate reach and saturation of the target population. Social marketing is typically viewed as a universal prevention strategy (reaching a broad audience). Uses traditional marketing techniques (such as advertising) to elicit a change in perceived normative beliefs among a certain target population. Messages are created which communicate accurate normative information about certain behaviors or beliefs. (Such as most people wear seatbelt or MOST don t smoke). Avoids fear tactics and uses social conformity as behavioral motivator. A certain population is segmented to target. Appropriate communication channels are researched and used to reach the target population. Focus groups and surveys may be used to test various messages with the target population. Participant perceptions and misperceptions of norms paramount when framing media messages. Various forms of media are used to achieve the appropriate reach and saturation of the target population. Social norms marketing is typically viewed as a universal prevention strategy (reaching a broad audience). Copyright 2009 The Montana Institute, LLC. All rights reserved. 10

11 THE POSITIVE COMMUNITY NORMS PROCESS The Positive Community Norms (PCN) Process is a process based on the Science of the Positive to improve community health. The PCN Process can be applied to many different issues such as underage drinking, driving under the influence, child maltreatment, and workplace safety. It is a community (or environmental) approach that engages many different audiences within the community. PCN involves multiple strategies with each strategy designed for a specific audience. These multiple strategies form a prevention portfolio. The tool with which a transformation is achieved is a PCN Media Campaign. Copyright 2009 The Montana Institute, LLC. All rights reserved. 11

12 The Positive Community Norms Process is an environmental strategy which involves the entire community not just the population whose behavior is trying to be changed. In order to effectively reach different segments of the community with appropriate messages, the community is divided into appropriate audiences. The diagram below shows one way of segmenting a community when addressing the issue of underage drinking. Appropriate beliefs and actions for each audience would be determined, and various activities would be utilized designed for each audience. Copyright 2009 The Montana Institute, LLC. All rights reserved. 12

13 Comparing the Old Prevention Paradigm with the Positive Community Norms Process Old Prevention Paradigm Program Individual OR Environmental Focus Curriculum Cultural Competence Fidelity means following the time requirements, lesson designs, or core topics. You buy a curriculum and training for your local implementers. Science of the Positive Positive Community Norms Process (journey) Individual AND Community Focus Core Principles and 7 PCN Steps The solution is in the community. Fidelity is authenticity-by truly applying the Core Principles and 7 PCN Steps. This is a leadership development approach. You work with a guide to support you in learning and using the process. Meaning This isn t a Program In-A-Box. It s more like graduate school. PCN is NOT the Silver Bullet. There is NO SILVER BULLET! Who you are as a leader is equally important as what you do. Not about right vs. wrong About process and guiding principles, about leadership development. Prevention leaders will be at different levels. We don t have all the answers; the community does. The process is what we focus on it s about authentic community transformation. Trusting and following the process. Steps look the same, but the content will look different in each community. Very individualized; Guide helps us learn and experience the process. Copyright 2009 The Montana Institute, LLC. All rights reserved. 13

14 SOCIAL MARKETING / SOCIAL NORMS MARKETING / PCN MEDIA CAMPAIGN Social Marketing Uses traditional marketing techniques (such as advertising) to elicit a change in behavior among a certain target population. Messages are created which communicate information about certain behaviors (such as wear a seatbelt or don t smoke). Often uses fear and cost / benefits as behavioral motivators. A certain population is segmented to target. Appropriate communication channels are researched and used to reach the target population. Focus groups and surveys may be used to test various messages with the target population. Participant perceptions of norms not considered when framing media messages. Various forms of media are used to achieve the appropriate reach and saturation of the target population. Social Norms Marketing Uses traditional marketing techniques (such as advertising) to elicit a change in perceived normative beliefs among a certain target population. Messages are created which communicate accurate normative information about certain behaviors or beliefs. (Such as most people wear seatbelt or MOST don t smoke). Avoids fear tactics and uses social conformity as behavioral motivator. A certain population is segmented to target. Appropriate communication channels are researched and used to reach the target population. Focus groups and surveys may be used to test various messages with the target population. Participant perceptions and misperceptions of norms paramount when framing media messages. Various forms of media are used to achieve the appropriate reach and saturation of the target population. Positive Community Norms Media Campaign Uses traditional marketing techniques and other communication strategies to foster dialog and change about perceived normative beliefs among various focus populations. Environments are created which communicate accurate normative information about certain behaviors or beliefs. Uses inspiration to achieve behavior change. The community is segmented into focus audiences to better reach different audiences with different messages. Appropriate communication channels are researched and used to reach the target population. Focus groups and surveys are used to test various messages with each focus audience. Various forms of media and activities are used to transform the environment including the appropriate reach and saturation of the focus audience. Copyright 2009 The Montana Institute, LLC. All rights reserved. 14

15 Social Marketing Social marketing is typically viewed as a universal prevention strategy (reaching a broad audience). Social marketing may be used as a specific strategy in health promotion. Social Norms Marketing Social norms marketing is typically viewed as a universal prevention strategy (reaching a broad audience). Social norms marketing may be used as a specific strategy in health promotion. Positive Community Norms Media Campaign PCN is a universal prevention strategy (reaching a broad audience). A PCN Media Campaign may be used as a specific strategy in health promotion. Copyright 2009 The Montana Institute, LLC. All rights reserved. 15

16 IS PCN AN EVIDENCE-BASED STRATEGY? SAMHSA offers three definitions of evidence-based. The following is a description of how PCN fits within these definitions: 1. Inclusion in Federal registries of evidence-based interventions o PCN is not currently included on one of the Federal registries 2. Reported (with positive effects on the primary targeted outcome) in peer-reviewed journals o Emerging and in-process depending on the issue 3. Documented effectiveness supported by other sources of information and the consensus judgment of informed experts, as described in the following set of guidelines o Guideline 1: The intervention is based on a theory of change that is documented in a clear logic model or conceptual model; Social norms theory is an established theory of change documented in both group and individual interventions. o Guideline 2: The intervention is similar in content and structure to interventions that appear in registries and/or the peer-reviewed literature; PCN is based on social norms theory which is the core element of the program Challenging College Alcohol Abuse which is in the National Registry of Evidence-based Practices and Programs (NREPP). o Guideline 3: The intervention is supported by documentation that it has been effectively implemented in the past, and multiple times, in a manner attentive to scientific standards of evidence and with results that show a consistent pattern of credible and positive effects; Linkenbach, J.W. and Perkins, H.W. (2005) MOST Of Us Prevent Drinking and Driving: A Successful Social Norms Campaign to Reduce Driving after Drinking among Young Adults in Western Montana. A publication by the National Highway Traffic Safety Administration U.S. Department of Transportation. DOT HS Linkenbach J. and Perkins H.W. Most Of Us Are Tobacco-Free: An Eight-Month Social Norms Campaign Reducing Youth Initiation Of Smoking In Montana. In H.W. Perkins (Ed), The Social Norms Approach to Preventing School and College Age Substance Abuse: A Handbook for Educators, Counselors, and Clinicians. San Francisco: Jossey-Bass, 2003 o Guideline 4: The intervention is reviewed and deemed appropriate by a panel of informed prevention experts that includes; well-qualified prevention researchers who are experienced in evaluating prevention interventions similar to those under review; local prevention practitioners; and key community leaders as appropriate, e.g., officials from law enforcement and education sectors or elders within indigenous cultures. Source: Center for Substance Abuse Prevention. Identifying and Selecting Evidence-Based Interventions Revised Guidance Document for the Strategic Prevention Framework State Incentive Grant Program. HHS Pub. No. (SMA) Rockville, MD: Center for Substance Abuse Prevention, Substance Abuse and Mental Health Services Administration, Copyright 2009 The Montana Institute, LLC. All rights reserved. 16

17 PCN PREVENTION PORTFOLIO Just as an individual may develop and manage a portfolio of financial investments to meet her financial needs, the PCN prevention leader develops a prevention portfolio of activities and resources to improve health in her community. These resources seek to address the continuum of care. Just as in a financial portfolio, the prevention resources are carefully selected to address identified needs and accomplish specific goals. The prevention leader manages the allocation of resources to achieve the best health return for the available prevention investment. Prevention Continuum of Care Source: National Academies of Sciences Copyright 2009 The Montana Institute, LLC. All rights reserved. 17

18 PCN CORE PACKAGE AND ADDITIONAL TOOLS The following is a description of the components of the Positive Community Norms Process Year One Core Package: 1. Access to our Introductory 3-Day Institute for Year One Several times a year in different cities, we will host a three-day Institute. The first day of this training provides a basic overview of the Positive Community Norms Process, guidance on assessing readiness, and helps communities decide about embarking on this approach. This first day is open to anyone. The second and third days are open only to communities who have committed to using the Positive Community Norms Process. A community may bring as many as five people to the training. These days provide more in-depth training on the 7 Steps, training on the 7 Core Principles, and initiate the environmental advocacy and planning process. Communities under contract may attend this three-day Institute as often as they like. 2. Guide Service for Year One Ongoing technical assistance is absolutely critical for success. Each community will be assigned a Guide a personal assistant available by phone and to support you and your community s efforts for one year. The Guide will become familiar with the specifics of your project, your data sources, and your progress. The Guide will provide feedback on your Communications Plan and your media. Our experience has shown that unexpected challenges often arise, and your personal Guide can help you successfully find your way. 3. Training on using our 7 Core Principles Workbook The 7-Core Principles provide the basis for initial personal and organizational transformation. Participants will learn how to apply these principles to their own lives and how to apply a similar process to their organization. 4. Online Webinars covering Steps 2 7 Training on Steps 2 7 is provided through online webinars (requiring a standard telephone line and a computer internet connection). These webinars are presented live, and recorded copies can be reviewed multiple times. Webinars include handouts to support learning. Your Guide provides personal follow-up to address any questions. 4. Most of Us Poster Catalog and Open Source Poster Catalog We have assembled a catalog of proven designs which can be modified very easily and cost effectively to quickly generate posters to correct misperceptions. The Most of Us Poster Catalog uses our trademark language. The Open Source Catalog includes designs contributed from various communities across the country. Copyright 2009 The Montana Institute, LLC. All rights reserved. 18

19 5. Positive Community Norms Radio Catalog Similar to the Poster Catalog, the Radio Catalog provides sample radio scripts, example radio recordings, and guidance on how to make local radio messages to address misperceptions and promote action. 6. Positive Dialog with Parents Toolkit Parents are a powerful influence with youth. This toolkit provides materials to communicate with parents about misperceptions, how to initiate conversations about alcohol, and on the importance of creating guidelines about the safe and healthy use and non-use of alcohol within the family. Guidance on how to convey this information to parents is also provided. 7. Executive Summary of Year One Ongoing reflection is a critical component of moving from being busy to being effective. You and your community will receive an Executive Summary designed to help you learn from the experiences of the past year and prepare for the next year. Additional Tools The following additional tools, not included in the Core Package described above, are available to support your efforts based on your specific situation: 1. Surveys (paper, online, and custom) Accurate data asked in a way which facilitates message development is absolutely necessary for a successful Positive Community Norms project. We have a variety of Most of Us surveys designed for youth, parents, and community members utilizing different delivery strategies (paper, online, telephone). We can also design custom surveys specifically meeting your needs. 2. Guidelines Toolkit Guidelines provide a way of educating and supporting specific healthy behaviors. Through the work of Roger Svendsen, we have 10 sample guidelines to support the healthy use and non-use of alcohol, tobacco, and other drugs. These guidelines are specifically designed for adults and parents and help support constructive dialog with youth. We can provide a sixhour training in your community so that your local facilitators can lead these two-hour Guidelines sessions with adults and parents. 3. Teaching Norms in the Classroom [available summer of 2009] In an effort to augment traditional media campaigns with youth, this toolkit provides a packaged curriculum for health or other interested teachers to successfully teach norms in the classroom. Copyright 2009 The Montana Institute, LLC. All rights reserved. 19

20 PCN SUSTAINABILITY The goal of Positive Community Norms leadership is to sustain positive community changes and transformation. PCN Sustainability is a bi-product of the PCN process. Transformation by definition is sustainable and a one way direction as compared to change which goes both directions. For example, a small caterpillar changes to become a bigger caterpillar. A caterpillar transforming into a butterfly is a qualitatively different process altogether. The same principles apply to community changes and transformation. PCN sustainability is most concerned with a process of leadership development that transforms the individual leader and the community she serves. Therefore, PCN achieves sustainability not by seeking additional funding to spend on programs, but rather, through the transformation of the community s leaders, organizations, and individuals to embed health in the community. Key PCN Sustainability Issue Address Questions Such As: - Are we seeking transformation or change, or both? - How does PCN building capacity / leadership development? - What is it that we are actually wanting to sustain and why? - What elements will be sustained in spite of our efforts (ie: community)? - What is not worth sustaining? How do we know? - What is inherently sustained? - What is the role of leadership in sustainability? - Why is an environmental focus more sustainable than an individual focus? - Is sustainability synonymous with job / agency preservation? - Is sustainability synonymous with getting another grant? - What assets already exist to help us sustain community health? - Do we want to sustain busyness or effectiveness? - Does fear erode or sustain community health? - As an investor, where do you invest prevention resources? - Are we trying to sustain health or sustain our jobs and programs? Copyright 2009 The Montana Institute, LLC. All rights reserved. 20

21 Science of the Positive Copyright 2009 The Montana Institute, LLC. Science of the Positive is a registered servicemark of the Montana Institute, LLC.

22 Spirit Science Action Copyright 2009 The Montana Institute, LLC. 2

23 Reflections on Our Experiences of Spirit, Science, and Action Think of a time when SPIRIT was strong in your life when there was great meaning, strong connection to others. What happened? What was it like? Think of a time when SCIENCE was strong in your life when there was rigorous scientific process, when you had a strong understanding. What happened? What was it like? Think of a time when ACTION was strong in your life when you were taking beneficial action, when you were having positive impacts. What happened? What was it like? Copyright 2009 The Montana Institute, LLC. 3

24 Spirit Science Action Copyright 2009 The Montana Institute, LLC. 4

25 Spirit Science Action Copyright 2009 The Montana Institute, LLC. 5

26 Ski Rack Video Spirit Science Action Copyright 2009 The Montana Institute, LLC. 6

27 Spirit Science Action Outline Begin with spirit: the values, the meaning, the underlying essence of the issue. All of us are concerned about the well-being of our youth and the potential harm caused by underage drinking, Next, introduce the science: the facts, the observable, the understanding. Most of our youth are making healthy choices and do not drink in a typical month. However, the consequences for those who do are very serious Finally, conclude with the actions: what is next, the concrete, the steps. We, as a community, need to establish better policies regarding youth activities and alcohol use Copyright 2009 The Montana Institute, LLC. 7