1. Presented By: Tracy Johnson, Central CAPT
Planning
Presented By:
Tracy Johnson, Central CAPT 1 1

2. “What is the SPF?” (one or two sentences)
you’ll want to ask yourself the following questions:
What is the problem?
What do you have to work with to address the problem?
What is the plan for doing the work?
What are we going to do to get the work done?
How will we know if we have succeeded?
The answers to these questions will depend on the data you collect, which brings us to the central tool in SPF prevention, epidemiology.

3. Key Principles of the SPF
Based on a public health approach
Focused on outcomes-based prevention
Widens the scope to population-based prevention
Follows a strategic planning process that uses epidemiological data throughout the process to drive decision-making
Think about continuum activity here
Don’t do outcomes-based prevention
Stand up and move, want a survey of where people are on the key concepts/principles
Where do you think community members would fall on these continuums? 3 3

4. SAMHSA’s Strategic Prevention Framework Steps
Cultural Competence &
Sustainability
Assessment
Evaluation
Capacity
Good implementation involves much more than simply carrying out the components of the program. To do it right, you need to plan and document.
Planning is pivotal to a successful outcome. Planning helps to increase the effectiveness of your effort—to focus energy, to ensure that staff and other stakeholders are working toward the same goals, and to assess and adjust programmatic direction, if needed. If done carefully, planning will make the evaluation tasks much easier.
Implementation
Planning 4 4

5. Planning Involves: Creating a logic model
Developing a comprehensive, logical, and data-driven plan to address:
The problem(s) and related risk and protective factors and other underlying conditions
Gaps in resources and capacity
Further identification of risk and protective factors and other underlying conditions
The selection of strategies that will impact the risk and protective factors and other underlying conditions and the problem
Tip: Review slide with audience. Before the next slide, ask the group:
Who uses Logic Models?
How frequently?
What is the benefit of these?
What is the difference between a logic model and an action plan? (Clarify that a logic model is a conceptual framework for intervention, while an action plan operationalizes the logic model, providing specific tasks with timelines.) 5 5

6. SPF Logic Model for Reducing High Risk Drinking 18-25
Consequence/
Consumption Patterns
Risk and Protective Factors
Strategies
Social norms accepting and/or encouraging underage drinking
Media advocacy to increase community concern about underage drinking
Young Adult Binge Drinking
To coincide with the first benchmark, let’s look at an example of a SPF logic model for reducing high risk drinking
Social marketing 6

7. SPF Logic Model for Reducing High Risk Drinking 18-25
Strategies
Consequence/
Consumption
Patterns
Risk & Protective Factors
Low perceived risk of alcohol
Media advocacy to increase community concern
Social norms accepting and/or encouraging underage drinking
Social marketing
Young Adult Binge Drinking
Enforce underage retail sales law
Low enforcement
Easy social access
Social event monitoring and enforcement
Young Adult Drinking and Driving
Parental Monitoring/
Family Cohesion
Parental education
Promotion and pricing
Restrictions on alcohol advertising
Availability of screening/early intervention
Early Intervention 7

8. Goals
Goals are the long-term measurable changes that you are trying to achieve based on your needs and resources assessment & the state- identified priorities.
Developing your theory of change is an instrumental part of establishing your goals (final outcomes) and your objectives (immediate and intermediate outcomes). 8

9. Example of a Logic Model - Goals
Goal Objectives Strategies Activities Outcomes
There is a
decrease
in underage
drinking
by year olds 9

10. Objectives
Objectives are the specific, measurable results that you plan to achieve with specific strategies. They serve as the basis by which to evaluate your initiative:
A good objective includes
Who or what is to change
a date by when the change will be accomplished
describes how much change you hope to see
whether that indicator will increase or decrease
who will be affected
Who or what is to change
A date/timeframe by when change will be measured
In hat direction will the changes occur (increase or decrease)?
How much change (%) is anticipated

11. Example of a Logic Model - Objectives
Goal Objectives Strategies Activities Outcomes
Retail
Availability
By June 2008
a 15% decrease
in the number
of youth who
gain access to
alcohol
through
retail
establishments
There is a
decrease in
underage
drinking
in 14-18
year olds 11

12. Additional Sample Objective
Retail Availability
By June 2008, there will be a 25% increase in number of clerks that check IDs in retail establishments that sell alcohol
By June 2008, there will be a 50% increase in retail clerks who know how to identify fake IDs in retail establishments that sell alcohol 12

13. Example of a Logic Model - Strategies
Goal Objectives Strategies Activities Outcomes
There is a
decrease in
underage
drinking
among 14-18
year olds
in the
community
of Lincoln
Retail
Availability
By June 2008
a 15% decrease
in the number
of youth who gain
access to
alcohol through
retail
establishments
Merchant
Education
Compliance
Checks
Strategies or services that will be conducted to achieve the desired objectives
We know both from research and our experience in the field that true change requires multiple strategies (education, working with liquor stores, skill building, enforcement) across multiple settings (school, community, at home) not one shot deals
For DAS funded initiatives Early Intervention & Education are the primary strategies for community-based services and these strategies are to be supplemented w/ collaboration, communication, alternatives.
Shoulder
Taps

14. Selecting Prevention Strategies
Key Questions
How will the selected strategies address the risk and protective factors and objectives identified in the assessment process?
Are the strategies evidence-based?
What other strategies/programs exist in your community to address the identified problem?
Can the strategies selected achieve your desired outcomes?
The bottom line is: if you choose a strategy, make sure it is a good match to what you are trying to achieve. 14 14

15. Sample Criteria for Selecting Strategies
Effectiveness
Matching strategy/program requirements with agency capacities
Resources
Cultural assumptions
Target population
Organizational climate
Community climate
Evaluability
Future sustainability
Source: CSAP’s Northeast CAPT. (2004). Enriching Prevention Using Evidence Based Practices
Retrieved July , 2003.
Which of these is most important regarding how strategies are selected now?
When determining “match” or “fit,” there are a number of factors to consider.
Tip: Review slide with participants.
Selecting appropriate strategies for your community ideally involves a collaborative process. You need to bring to the table people from your agency, from the target population you wish to serve, and from the community or setting where the program will be implemented. This process can be time intensive, but in the end it can help you avoid pitfalls associated with choosing a program that is not well-suited to local needs and conditions.
If you can’t bring multiple perspectives to the table, try to talk to these different people ahead of time to gather as much information as possible before you attempt to choose a particular approach. 15 15

16. Selecting Best Fit Prevention Interventions
Identify
Types of
Strategies
Select Specific
Programs,
Practices
& Policies
Ensure
Effectiveness
Best Fit
Prevention
Interventions
What you see reflected here is both the process that you use to select strategies, as well as the different criteria used for selecting strategies.
The purple boxes reflect the process that you use to select strategies, including:
Identifying the types of strategies
Selecting specific programs, practices and policies
Making sure that the programs, practices and policies are effective
The blue boxes at the bottom of the slide indicate the types of fit, including:
Conceptual
Practical
Effective
These three types of fit collectively will help to ensure that you select the Best Prevention Intervention.
Demonstrate Evidence of Effectiveness
Demonstrate Practical Fit
Demonstrate Conceptual Fit
Relevant?
Practical?
Effective? 16 16

17. Activities
Activities are the specific steps and actions that are necessary to implement each strategy 17

18. Example of a Logic Model - Activities
Goal Objectives Strategies Activities Outcomes
There is a
decrease in
underage
drinking among
14-18 year
olds
in the
community
of Lincoln
Retail
Availability
By June 2008
a 15% decrease
in the number
of youth who gain
access to
alcohol through
retail
establishments
Merchant
Education
- Determine content of program
-Determine incentives
-Assess who to train, barriers to training
-Outreach to merchants
Determine if voluntary or mandatory
Determine incentiveves for training participants
Outreach activities
Determine ME program
Assess who to train, barriers to training
Training of Merchants
Compliance Checks
Connect with AG office to determine if there are state compliance checks
Recruit and train appropriate people for checks
Determine what deterrent, e.g. fine, etc.
Determine tracking systems or rates (how many stores, whom)
Shoulder Taps

19. Short-Term Outcomes
What are the measurable changes you expect to see in the identified risk and projective factors (i.e. objectives)
Outcomes should contain the following elements:
What will change?
For Whom?
By how much (magnitude of change)
By when (what time period) will the change occur? 19

20. Example of a Logic Model - Activities
Goal Objectives Strategies Activities Short-term Outcomes
There is a
decrease in
underage
drinking
among
14-18 year
olds
in the
community
of Lincoln
Retail
Availability
By June 2008
a 15% decrease
in the number
of youth who gain
access to
alcohol through
retail
establishments
Merchant
Education
- Determine content of program
-Determine incentives
-Assess who to train, barriers to training
-Outreach to merchants
Compliance
among
merchants will
increase by 30%
by 2008 as
measured
compliance
rate checks
Determine if voluntary or mandatory
Determine incentiveves for training participants
Outreach activities
Determine ME program
Assess who to train, barriers to training
Training of Merchants
Compliance Checks
Connect with AG office to determine if there are state compliance checks
Recruit and train appropriate people for checks
Determine what deterrent, e.g. fine, etc.
Determine tracking systems or rates (how many stores, whom)
Shoulder Taps

21. Long-Term Outcomes
Describe the extent of the change (the percentage of increase or decrease) you hope for;
Identify the target population or group you want to impact;
Specify the behavior, condition, or knowledge you hope to change; and,
Include a timeframe in which the change can be expected. 21

22. Example of a Logic Model - Activities
Goal Objectives Strategies Activities Short-term Long-term Outcomes Outcomes
There is a
decrease in
underage
drinking
among
14-18 year
olds
in the
community
of Lincoln
Retail
Availability
By June 2008
a 15%
decrease
in the number
of youth who
gain
access to
alcohol
through
retail
establishments
Merchant
Education
-Determine content of program
-Determine incentives
-Assess who to train, barriers to training
-Outreach to merchants
Compliance
among
merchants
will increase
by 30%
by 2008 as
measured
rates checks
A decrease
in 30 day use
among youth
ages 14-18
as measured
by the YRBS
Determine if voluntary or mandatory
Determine incentiveves for training participants
Outreach activities
Determine ME program
Assess who to train, barriers to training
Training of Merchants
Compliance Checks
Connect with AG office to determine if there are state compliance checks
Recruit and train appropriate people for checks
Determine what deterrent, e.g. fine, etc.
Determine tracking systems or rates (how many stores, whom)
Shoulder Taps

23. Guiding Principles related to planning
Cultural Competency
Sustainability
Participatory Involvement
Continuous Quality Improvement
You are to add the four guiding principles here.

24. Cultural Competence and Planning
“A set of behaviors, attitudes and policies
that come together in a system, agency, or
program or among individuals, enabling
them to function effectively in diverse
cultural interactions and similarities within,
among, and between groups.”
Sources: U.S. Department of Health and Human Services

25. Culturally Competent Goals, Objectives, Strategies, Activities, & Evidence Based Approaches
How do we ensure that cultural awareness exists in effective program planning?
How do the decisions made by the planning process directly affect people’s lives?
How would you involve your priority population in their development?

26. Culturally Competent Goals, Objectives, Strategies, and Activities
■ Is the process reflective of the interests of the priority population?
■ What are some of the cultural beliefs and attitudes towards prevention and how may they be different in diverse sub-populations?
■ Do they account for cultural elements such as language, attitudes, rites of passage, gender roles, values, norms, customs, etc?
■ Are there cultural considerations that need to be considered in the adaptation and tailoring of evidence-based approaches?

27. Elements of sustainability in SPF step 3 Planning
What elements of sustainability are present in step 3
How do we know if those elements are present (what indicators might be present)
>>>What are some guiding questions…

28. Action areas for SPF step 3 Planning …
1. Structures and Formal Linkages
2. Policies and Procedures
3. Resources
4. Expertise
5. Quality and Accountability
6. Effectiveness (step 3)
7. Reach and Alignment (step 3)
8. Relationships
9. Champions
10. Ownership
Here introduce the concept of 3 Keys and 10 related Actions to be unlocked. Actions = Key turning the lock. Each of the 10 Actions listed can be unlocked by one of the 3 Keys.

29. Guiding questions
Does the strategy address problems identified through the data-driven process?
Does the strategy match the characteristics of the target population?
What, if anything, needs to be done to increase alignment between the needs of the target population and the strategies implemented to address these needs?