GUIDE TO WRITING A STRATEGIC PREVENTION PLAN

Transcription

1 Community Prevention Initiative (CPI) GUIDE TO WRITING A STRATEGIC PREVENTION PLAN Developed by: INTRODUCTION Guide to Writing a Strategic Prevention Plan Center for Applied Research Solutions (CARS) 708 College Avenue Santa Rosa, CA Phone:

2 The purpose of this document is to assist counties in writing a Strategic Prevention Plan (SPP) that follows the Substance Abuse and Mental Health Services Administration s (SAMHSA) Strategic Prevention Framework (SPF). The Department of Health Care Services (DHCS) developed The Strategic Prevention Plan Workbook for Counties Utilizing the Strategic Prevention Framework (SPF,) or SPP Workbook, which provides a detailed step-by-step process to writing a SPP. The Community Prevention Initiative s (CPI s) Guide to Writing a Strategic Prevention Plan, or SPP Guide, is a condensed version of the SPP Workbook intended for counties with proficiency in SPF and SPP writing. The SPP Guide can also benefit coalitions, community groups, non-profit agencies, and other community agencies writing a SPP utilizing the SPF. The SPP Guide is organized into six parts consisting of the County/Community Profile and five sections that correspond to the five SPF steps. The appendix contains samples and useful data sources arranged by topic. PART 1: County/Community Profile The purpose of this section is to provide an overview of your county and/or community. The County Profile should address the following: 1. A county/community profile. The profile should address socio economic, geographic, political, economic, and/or cultural challenges relative to substance use trends and/or issues. 2. The county s/community s mission statement, vision statement, and prevention principles, if applicable. PART 2: ASSESSMENT According to the Center for Substance Abuse Prevention (CSAP), 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. Data presented in the Assessment section will result with the identification of target populations, priority areas, problem statements, and will guide the rest of the SPF process. When data sources are limited, it may be necessary to develop data collection instruments. The Assessment section should address the following: 1. Describe the substance use disorder (SUD) problems in the county/community by presenting data about consumption patterns, contributing factors (also known as risk and protective factors), and consequences of substance abuse. Guide to Writing a Strategic Prevention Plan 1

3 2. Present an analysis of the data by assessing the magnitude, location, time span, severity, and changeability of the SUD problems. Comparing data to neighboring counties, communities, and/or the state can provide an informative analysis. 3. Identify the priority area(s) that are prevalent in the Assessment. Examples include: a. Underage drinking. b. Prescription drug abuse. To ensure success, it is more important to identify a reasonable number of priority areas that can be realistically addressed in order to meet desired outcomes. 4. Present risk and protective factors that contribute to the priority areas. 5. Identify at least one problem statement for each priority area. Problem statements are more specific than priority areas. Examples include: a. Underage drinking is accepted by youth and adults. b. Prescription drug abuse is increasing among seniors. 6. Address sustainability as it relates to assessment. a. Consider utilizing the data collection process as an opportunity to identify champions and leaders. b. Consider conducting interviews with community leaders who want to be involved in the implementation of the SPP. 7. Address cultural competence as it relates to assessment. a. Consider using data to identify disparities. b. Consider creating a process for identifying culturally relevant risk and protective factors. PART 3: CAPACITY BUILDING The Capacity Building section of the SPP includes the current capacity and plans to build future capacity. Think of capacity as the sum of resources and readiness. Resources include people, funding, organizational support, and organizational structure. Readiness measures a community s willingness and ability to engage in prevention efforts. The Capacity Building section should address the following: 1. Assess current capacity in terms of the programs implemented and populations served by those programs. Include funding sources, organizational support, and community readiness. Discuss the people involved i.e. community members, paid staff, etc. Include job titles, FTEs, and job duties, as appropriate. 2. Present a plan to build future capacity. Examples include: Engaging stakeholders; Forming/strengthening coalitions, partnerships, workgroups; increasing community awareness and readiness; mobilizing communities, etc. 3. Address sustainability as it relates to capacity. a. Survey stakeholders to learn their training needs. b. Provide training to engage stakeholders with prevention efforts. 4. Address cultural competency as it relates to capacity. a. Consider including members of target communities in planning groups. b. Ensure that tools and technologies used for prevention efforts are culturally competent. Guide to Writing a Strategic Prevention Plan 2

4 PART 4: PLANNING The Planning section of the SPP will illustrate goals, objectives, strategies, and outcomes for each priority area. The Planning section should address the following: 1. Describe the planning process implemented to create the SPP. Discuss participants and timelines. 2. Prioritize the risk and protective factors identified in the Assessment section by assessing their importance and changeability relative to capacity and community readiness. 3. Develop a clear, concise, and easy-to-follow logic model for each priority area that summarizes the relationship between the identified problems and the proposed solutions. Refer to Appendix 1 for the required logic model format. a. Present at least one problem statement for each priority area. b. For each problem statement, include the prioritized risk and protective factors and at least one measurable goal. c. For each goal, present at least one measurable objective. Objectives should state how much of what kind of change will happen where/for whom, by when, as measured by what. d. For each measurable objective, present at least one strategy to be implemented. Strategies are general at this point: Prevention education, environmental approaches, parent support groups, mentoring, etc. e. For each measurable objective, present measurable outcomes. Depending on the timespan that the SPP will cover, short- and intermediate-term outcomes may be necessary. One long-term outcome must be identified for each corresponding objective. Note: The objective is future-oriented: something will happen. The outcome is pastoriented: something did happen. For example, if the objective states, By the end of 2020, there will be a 20% reduction in the number of youth at XYZ high school drinking alcohol while on campus, then the long term outcome could read, There has been a 20% reduction in the number of youth at XYZ high school drinking alcohol while on campus. 4. Pair every objective with an indicator. Indicators are the data sources you will cite to demonstrate whether the objective was met. 5. Explain why the selected strategies will be effective by addressing how the strategies will strengthen protective factors and/or reduce the risk factors. 6. Discuss cultural competency as it relates to planning. a. Target disparities when planning which strategies to implement. b. Adopt the community s agenda within the planning session. 7. Discuss sustainability as it relates to planning. a. Engage stakeholders in strategic planning meetings. b. Encourage stakeholder involvement in the selection of prevention priorities and strategies. Guide to Writing a Strategic Prevention Plan 3

5 PART 5: IMPLEMENTATION The Implementation section of the SPP will describe the programs/services that will be implemented, how they will be implemented, the tasks involved to implement them, and a timeline to complete full implementation of tasks. The Implementation section should address the following: 1. If pre-existing, evidence-based, or model programs are being implemented, describe any modifications/adaptations needed. Explain the reasons for the modifications/adaptations. 2. Present an implementation plan. The implementation plan presents a list of tasks for each program/service, task timelines, the responsible entity for each task, the CSAP strategy, and Institute of Medicine (IOM) category. Refer to Appendix 2 for a sample Implementation plan. 3. Describe the Request for Proposal (RFP) process if sub-contractors are required for the implementation of programs/services. Include a discussion of contract requirements. 4. Discuss cultural competency as it relates to implementation. a. Involve members of target communities in implementing services. b. Create a feedback mechanism for communicating efforts and success. 5. Discuss sustainability as it relates to implementation. a. Identify ways for programs and strategies to be institutionalized should funding reduce or disappear. b. Collect data about program effectiveness early in the implementation process. PART 6: EVALUATION Evaluation is the collection and analysis of information about the effectiveness of an intervention. In this section, provide an overview of the methodology to plan and conduct the evaluation. Address how progress toward meeting the goals and objectives will be measured and reported. Evaluation can also be used to track the progress of short- and long-term objectives and serves to guide necessary program change. If appropriate, describe the role of the evaluator and collaboration efforts between the evaluator and project stakeholders. The Evaluation section should address the following: 1. Describe the methodology of the Evaluation. Methodology refers to the instruments used to collect/monitor evaluation results i.e. pre/posttests, direct observation, surveys, key informant interviews, knowledge tests, etc. 2. Include process and outcome indicators. Process evaluation answers the question, Did we do what we said we were going to do? In other words, did we implement our programs as we planned? Who participated and for how long? What adaptations (if any) were made? Did we have the resources to do the job? What obstacles (if any) were encountered? Outcome evaluation answers the question, Did we make a difference? In other words, what changed? How did the changes we experienced compare with the changes we expected? How did those receiving the intervention compare with those who didn t? 3. Identify the entity/person responsible for completing the evaluation. 4. Describe how the evaluation data will be used for ongoing program improvement. Guide to Writing a Strategic Prevention Plan 4

6 5. Discuss cultural competency as it relates to evaluation. a. Include the community and/or members of target populations in the evaluation and data collection process. b. Develop performance outcomes to evaluate and monitor health disparities. 6. Discuss sustainability as it relates to evaluation. a. Develop recommendations to improve the effectiveness of prevention efforts. b. Create an evaluation report and a plan to disseminate it widely. Share the evaluation report with the media, elected officials, stakeholders, coalition members, and workgroups. Guide to Writing a Strategic Prevention Plan 5

7 APPENDIX 1: REQUIRED LOGIC MODEL FORMAT Priority Area (Identified in the Assessment Chapter): Underage Drinking Problem Statement: Underage drinking is accepted by youth and adults and underage drinking rates are higher than the state average. (Use the assessment data in the Assessment Chapter to create the problem statement) Contributing Factors (Identified in Step 2 of this Planning Chapter): 1) Alcohol is being provided to youth by adults. 2) Teens have a favorable attitude towards drinking. 3) Parents to not believe that drinking is bad. Goal: Decrease underage drinking (Opposite of problem statement) Objective What do we want to accomplish? By 2018, parents will increase their knowledge about the harmful consequences of underage drinking by 10% as measured by pre-post tests. By 2018, teens will increase their perception that underage drinking is harmful by 3% as measured by CHKS. By 2018, there will be a 2% decrease in house parties providing alcohol to youth as measured by Social Host Ordinance Violations. Strategies What method(s) will we use to help us accomplish the objectives? (Identified in Step 4 of this Planning chapter) Parent /Parenting Classes Family counseling and/or education School-based youth educational/social programs Teen/Family counseling; mentoring Accessibility Social Host Ordinance Environmental Campaign Short Term Outcomes What is going to happen as a result of our methods? By 2016, increase by 5% the number of retail outlets who are informed of alcohol retail laws through Responsible Alcohol Merchant Award Prg Intermediate Outcomes What is going to happen as a result of our methods? By 2015, there will be a 5% increase in the number of retailers who decrease their window alcohol advertising to 33% Long Term Outcomes What is going to happen as a result of our methods? (Match the objectives as if it already occurred.) In 2018, parents have increased their knowledge about the harmful consequences of underage drinking by 10% as measured by pre-post tests. In 2018, teens have increased the perception that underage drinking is harmful by 3% as measured by CHKS. In 2018, house parties providing alcohol to youth decreased by 2% as measured by Social Host Ordinance Violations Indicators How we will know what happened? Pre-post tests Program attendance CHKS Police Records: Social Host Ordinance Violations Guide to Writing a Strategic Prevention Plan 6

8 APPENDIX 2: SAMPLE IMPLEMENTATION PLAN Goal 1 Objective 1 Decrease Underage Drinking By 2018, parents will increase their knowledge about the harmful consequences of underage drinking by 10% as measured by pre-post tests. Program/Intervention: Strengthening Families (SF) Major Tasks Timeline Responsible Party Strategy IOM 1. Outreach to recruit schools to implement SF Jul-Sep County ID U 2. Recruit parents to participate in SF session 1 Oct Nov County ID U 3. Orientation Kick-Off Dec County ID U 4. Implement two SF sessions at Jan-Jun, Weekly schools Mon & Wed County ED U 5. Evaluation Report Jul County CBP U 6. Prep for School Start July-Aug County ID U 7. Recruit parents Sep County ID U 8. Implement four SF sessions at schools Oct-Jun County ED U 9. Evaluation Report Jul County CBP U Goal 1 Objective 2 Decrease Underage Drinking By 2018, teens will increase their perception that underage drinking is harmful by 3% as measured by CHKS. Program/Intervention: Friday Night Live (FNL) Major Tasks Timeline Responsible Party Strategy IOM 1. Attend CFNLP annual training Jul County CBP U 2. Continue FNL implementation School Aug-Jun for six school site chapters Site/County ALT U 3. Continue FNL implementation at juvenile hall Jul-Jun County ALT I 4. FNL Youth Evaluation utilizing YD Assessments Jul Annually County CBP U Guide to Writing a Strategic Prevention Plan 7

9 Goal 1 Objective 3 Decrease Underage Drinking By 2018, there will be a 2% decrease in house parties providing alcohol to youth as measured by Social Host Violations Program/Intervention: Social Host Ordinance Major Tasks Timeline Responsible Party Strategy IOM 1. Continue working with other systems to collaborate efforts Jul-Jun County ENV U 2. Presentations to community groups and agencies to mobilize 4 per month County ENV U communities about SHO 3. Collaborate with local law enforcement to amend SHO Jul-Jun County ENV U 4. Develop annual report of activities and outcomes re: Jul-Aug County ENV U progress of SHO efforts 5. Presentation to stakeholders Sep County ENV U In this sample Implementation Plan, ID stands for information dissemination, ED for prevention education, CBP for community-based process, and U for universal. Guide to Writing a Strategic Prevention Plan 8

10 APPENDIX 3: EXAMPLES OF RELEVANT DATA INDICATORS BY TOPIC Indicator Data Source Prevalence of Alcohol and Drug Use Lifetime Prevalence ATOD Use California Health Interview Survey (CHIS), UCLA Center for Health Any Alcohol Use Policy Research, California Department of Health Services, Public Health Institute California Health Interview Survey (CHIS), UCLA Center for Health Binge Drinking Policy Research, California Department of Health Services, Public Health Institute 30 Day ATOD Use 30 Day ATOD Use (On School Property) California Health Interview Survey (CHIS), UCLA Center for Health 30 Day Alcohol Use Policy Research, California Department of Health Services, Public Health Institute California Health Interview Survey (CHIS), UCLA Center for Health 30 Day Binge Drinking Policy Research, California Department of Health Services, Public Health Institute Age of First ATOD Use ATOD Peer Use Admissions to Alcohol and Drug Treatment Department of Health Care Services (DHCS) Office of Applied Treatment Admissions Rate per Research and Analysis 100,000 arch_and_analysis.aspx Treatment Admissions Under 18, rate per 100,000 Treatment Admissions and Rates, by Primary Drug Type Treatment Admissions and Rates by Age Treatment Admissions and Rates by Race/Ethnicity Department of Health Care Services (DHCS) Office of Applied Research and Analysis arch_and_analysis.aspx Department of Health Care Services (DHCS) Office of Applied Research and Analysis arch_and_analysis.aspx Department of Health Care Services (DHCS) Office of Applied Research and Analysis arch_and_analysis.aspx Department of Health Care Services (DHCS) Office of Applied Research and Analysis arch_and_analysis.aspx Guide to Writing a Strategic Prevention Plan 9

11 Alcohol and Drug Related Crime and Offenses Felony and Misdemeanor Arrests for Alcohol Offenses, rate per 100,000 (can be broken down by type of offense, age, and ethnicity) County Alcohol Arrest, rate per 100,000 (can be broken down by type of offense, age, and ethnicity) Felony and Misdemeanor Arrests for Drug Offenses, rate per 100,000 (can be broken down by type of offense, age, and ethnicity) County Drug Arrest, rate per 100,000 (can be broken down by type of offense, age, and ethnicity) Drug and Alcohol Related School Offenses Local Police Calls for Service by specific zip codes or areas Blood Alcohol Levels at time of arrest for various offenses Drinking and Driving Fatalities in Alcohol-Involved Accidents, rate per 100,000 Parties in Alcohol-Involved Accidents (by age, gender, and race) Had Been Drinking Drivers, rate per 100,000 Youth who have Ridden in a Car with Someone Who Has Been Drinking Alcohol and Drug-Related Morbidity Hospital Admissions due to Alcohol and Drug Related Causes Hospital Admissions due to Alcohol Related Causes California Arrest Data, California Department of Justice, Office of the Attorney General, Criminal Justice Statistics Center California Arrest Data, California Department of Justice, Office of the Attorney General, Criminal Justice Statistics Center California Arrest Data, California Department of Justice, Office of the Attorney General, Criminal Justice Statistics Center California Arrest Data, California Department of Justice, Office of the Attorney General, Criminal Justice Statistics Center CA Department of, Local Law Enforcement Data Sets Local Law Enforcement Data Sets Statewide Integrated Traffic Records System (SWITRS), California Highway Patrol (CHP) Statewide Integrated Traffic Records System (SWITRS), California Highway Patrol (CHP) Statewide Integrated Traffic Records System (SWITRS), California Highway Patrol (CHP) Statewide Integrated Traffic Records System (SWITRS), California Highway Patrol (CHP) California Hospital Discharge Data Set, Office of Statewide Health Planning and Development (OSHPD) California Hospital Discharge Data Set, Office of Statewide Health Planning and Development (OSHPD) Guide to Writing a Strategic Prevention Plan 10

12 Hospital Admissions due to Drug Related Causes California Hospital Discharge Data Set, Office of Statewide Health Planning and Development (OSHPD) Place of last drink before Place of Last Drink Data admission by type of drug used Alcohol and Drug Related Mortality Deaths due to Alcohol and Drug Related Causes, rate per Death Statistic Masterfile and California Health Status Profiles, 100,000 (by age, gender, and California Department of Health Services, Vital Statistics Section ethnicity) Deaths Due to Cirrhosis of the Liver, rate per 100,000 Drug Induced Deaths, rate per 100,000 Alcohol Related Deaths, rate per 100,000 Death Statistic Masterfile and California Health Status Profiles, California Department of Health Services, Vital Statistics Section Death Statistic Masterfile and California Health Status Profiles, California Department of Health Services, Vital Statistics Section Death Statistic Masterfile and California Health Status Profiles, California Department of Health Services, Vital Statistics Section Availability and Access of Alcohol and Other Drugs Retail Liquor Licenses CA Alcohol Beverage Control Disciplinary Actions CA Alcohol Beverage Control Sales to Minors CA Alcohol Beverage Control Shoulder Tap Operations CA Alcohol Beverage Control License Suspensions CA Alcohol Beverage Control Local areas deemed over concentrated by ABC CA Alcohol Beverage Control Sources of Alcohol and Other Drugs for Youth Youth Tobacco Coalition Alcohol Survey Places Youth Most Likely Drink Tobacco Youth Survey (TYS) Parents/Adults Who Provide Youth Alcohol Tobacco Youth Survey (TYS) Youth Perceptions of ease of access Tobacco Youth Survey (TYS) ATOD Availability Healthy Kids Survey (Self Report Data). Data is housed at the district level. Risk and Harm Perception ATOD Use Perception of Harm Other Risk Factors Child Abuse and Neglect Reported Incidents Children in Foster Care Reported Runaways Healthy Kids Survey (Self Report Data). Data is housed at the district level. Child Protective Services (CPS) CA Health and Welfare Agency, Department of Social Services, Statistical Services Bureau CA Department of Justice, Law Enforcement Information Center Guide to Writing a Strategic Prevention Plan 11

13 Teen Births Juvenile Law Enforcement Dispositions Adolescent Suicide AFDC Domestic Violence Calls for Assistance Unemployment Rates Academic Performance Index Dropout/Graduation Rates Free/Reduced Lunch Rates CalWORKS/AFDC Enrollment Absences Suspensions Expulsions School Violence Incidents Perception of School Safety Gang Involvement CA Health and Human Services Agency, CA Department of Alcohol and Drug Programs CA Department of Justice, Law Enforcement Information Center CA Health and Human Services Agency, CA Department of Alcohol and Drug Programs CA Health and Welfare Agency, Department of Social Services, Statistical Services Bureau CA Department of Justice, Criminal Justice Statistics Center CA Health and Welfare Agency, Employment Development Department Labor Market Information Division CA Department of, California Basic Demographics (CBEDS) CA Department of, California Basic Demographics (CBEDS) CA Department of, California Basic Demographics (CBEDS) CA Department of, California Basic Demographics (CBEDS) Collected and housed at the district and/or school level Collected and housed at the district and/or school level Collected and housed at the district and/or school level Local Data Sources Locally developed surveys Key informant interviews Focus groups One-on-One interviews Local police calls for service data Place of last drink data Local areas deemed over-concentrated by ABC Shoulder taps Decoy operations Guide to Writing a Strategic Prevention Plan 12

14 APPENDIX 4: ADDITIONAL TRAINING RESOURCES SPP Topic Assessment Archived Webinars 1 Webinar Core Needs Assessment CPI Resources Publications SPF: Tip Sheet - Conducting a Needs Assessment ( sessment.pdf ) Survey Data Sources for AOD Prevention-A Review and Summary ( urveydatasources_substanceabuseprevention.pdf ) Online Trainings Online Core Assessment ( -cpi.org ) Capacity Building Webinar Core Capacity Building Webinar Foundational Sustainability SPF: Tip Sheet -Determining Prevention Priorities and Problem Statements ( onpriorities.pdf ) Sustaining Prevention: Eight Capacity Building Factors for Success ( ) Online Core Capacity Building ( -cpi.org ) Planning Webinar Foundational Prevention Theories and Frameworks Webinar Core Planning Webinar Introduction to Logic Models Using Data to Establish Needs: Using the SPF Planning Process ( ) SPF Tip Sheet: Developing Measurable Goals and Objectives( blegoals.pdf ) Selecting and Implementing Evidence Based Prevention through the SPF Process ( ) A Paradigm Shift in Selecting Evidence-Based Approaches for Substance Abuse Prevention ( ) Online Core Planning ( -cpi.org ) Implementation Webinar Core Implementation Environmental Prevention ( ction.pdf ) Binge Drinking: Community Action to Reduce Binge Drinking ( ) Online Core Implementation ( -cpi.org ) Evaluation Webinar Core Evaluation Tip Sheet: Digital Storytelling and Participatory Evaluation ( ss02_digitalstorytellingtips.pdf ) Online Core Evaluation ( -cpi.org ) 1 All archived webinars and their descriptions can be accessed at Guide to Writing a Strategic Prevention Plan 13