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Transcript of SPF PLANNING 1. 2 SAMHSA’s Strategic Prevention Framework Supports Accountability, Capacity, and...
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SPF PLANNINGSPF PLANNING
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SAMHSA’s SAMHSA’s Strategic Prevention FrameworkStrategic Prevention FrameworkSupports Accountability, Capacity, and EffectivenessSupports Accountability, Capacity, and Effectiveness
AssessmentProfile population needs, resources, and readiness to address needs and gaps
EvaluationMonitor, evaluate, sustain, and improve or replace those that fail
ImplementationImplement evidence-based preventionprograms and activities
PlanningDevelop a Comprehensive Strategic Plan
CapacityMobilize and/or build capacity to address needs
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SAMHSA’s SAMHSA’s Strategic Prevention FrameworkStrategic Prevention FrameworkSupports Accountability, Capacity, and EffectivenessSupports Accountability, Capacity, and Effectiveness
AssessmentProfile population needs, resources, and readiness to address needs and gaps
EvaluationMonitor, evaluate, sustain, and improve or replace those that fail
ImplementationImplement evidence-based preventionprograms and activities
PlanningDevelop a Comprehensive Strategic Plan
CapacityMobilize and/or build capacity to address needs
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Training ObjectivesTraining Objectives
Explain Pre-Requisites to Successful PlanningDefine Purpose of PlanningProvide Guidance for Writing a Strategic PlanDistinguish Logic Models & Action PlanningOverview Environmental StrategiesLink Steps to Cultural Competency & SustainabilityExplain Evidence-Based Selection/ImplementationProvide Guidance for Monitoring
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Key Pre-Requisites to Key Pre-Requisites to PlanningPlanning
Public Health Approach
Population Based Change
Data Informs Decisions
Outcome-BasedAssessment of Problems, Resources, Gaps, Readiness
Stakeholders Engagement
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Pre-Requisite Pre-Requisite QuestionsQuestionsWhat is going on in my community?
How big & what kinds of problems?
Is there consequence data?How useful is data?What resources exist?How ready is community?
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But Why? ProblemBut WhyHere?
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Why Strategic Why Strategic Planning?Planning?
Communities are expected to develop and implement strategies that have a good chance of reducing county-level indicators of ATOD and attendant problems.
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What is a Strategic What is a Strategic Plan?Plan?
Roadmap that Guides:
Data collection/sharingCapacity ExpansionLogical identification of
goals/objectivesSelection of evidence-based
programs, policiesEvaluation plan
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Failure to PlanFailure to PlanLack of understanding of problemLimited understanding of solutions
Overlooking important detailsFailure to create shared responsibility
Poor evaluationNon Sustained procedures/programs/policies
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The Planning TeamThe Planning TeamStart with Team Comprised from 12 Sectors
Team Collaborates Around Logic Model
Group Determines Need for Other Partners
Note: Convene team before you start writing plan
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Logic Model: Logic Model: Outcomes-Based PreventionOutcomes-Based Prevention
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Substance-related
problems
Intervening Variables
Strategies/Programs
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The Logic ModelThe Logic Model
Clearly States the Problem
Surfaces the Root Causes
Identifies Why These Root Causes Exist in Your Community
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Why Use a Logic Why Use a Logic Model?Model?
Insures clarity on precisely how the group intends to make a difference
Establishes a common language for how things will improve
Keeps the focus on outcomes
Integrates planning, implementation and evaluation
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High rate of alcohol-
related crash mortality
Among 15 to 24 year olds
Low or discount PRICING of alcohol
Easy RETAIL ACCESS to Alcohol for youth
Easy SOCIAL ACCESS to Alcohol
Media Advocacy to Increase Community
Concern about Underage Drinking
Restrictions on alcohol advertising in
youth markets
SOCIAL NORMS accepting and/or encouraging
youth drinking
PROMOTION of alcohol use (advertising, movies,
music, etc)
Low ENFORCEMENT of alcohol laws
Young Adult DRINKING AND
DRIVING
Social Event Monitoring and
Enforcement
Bans on alcohol price promotions and
happy hours
Enforce underage retail sales laws
Causal Factors
(Intervening Variables)
Strategies(Examples)
Substance-Related
Consequences
SubstanceUse
(consumption)
Logic Model Components:Reducing Alcohol-Related Youth Traffic Fatalities
Low PERCEIVED RISK of alcohol use
Underage BINGE
DRINKING
Young Adult
BINGE DRINKING
Underage
DRINKING AND DRIVING
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The Care and The Care and Feeding of a Feeding of a Winning PlanWinning Plan
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Components of Strategic Components of Strategic PlanPlan
Vision
Mission
Objectives
Strategies
Action Plan
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Planning – Key QuestionsPlanning – Key Questions
What do we want to do about the identified problem?
What programs and practices have other communities used to solve this problem?
What will work in our community?
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Implementation – Key Implementation – Key QuestionsQuestions
1. How will we know if we are successful in solving the problem (what measures)?
2. What are some of the potential road blocks to successful implementation?
3. How can we improve existing strategies and/or processes to solve this problem?
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Substance-related Substance-related Consumption PatternsConsumption Patterns
Overall consumptionAcute heavy consumptionConsumption in risky situations
◦Drinking and driving ◦Smoking around young children
Consumption by populations/groups◦Youth, college students, older adults
◦Pregnant women◦Other?
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Vision StatementVision Statement
A vision statement is a statement of what a community is trying to become; the desired end state or the ultimate goal.
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It answers the question “why do it.”It should read in the present tense.If you were to accomplish what you want, what would it look like.
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Sample Vision Sample Vision StatementsStatements“Alcohol and drug free community”
“Healthier, safer community”
Other
http://www.cadca.org/files/PlanningPrimer-06-2009.pdf
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Mission StatementMission Statement
A mission statement expresses
HOW the coalition will work to
achieve this shared vision
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Sample Mission Sample Mission StatementStatement
“To develop an alcohol and drug-free community through consensus planning, community action and policy advocacy.”
Other?
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Not So Fast . . . Not So Fast . . .
Though succinct, a vision for prevention is based on:◦ Documented needs◦ Identified resources and strengths◦ Measurable objectives and
performance measures◦ Baseline data
Include a long-term strategy to sustain policies, programs, and practices
Adjust plans as the result of ongoing needs assessment and monitoring
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Defining and Writing Defining and Writing GoalsGoals Think of goals as targets that are to
be reached or “hit”.
Goals are broad, general statements
describing what the project or group
wants to accomplish and/or achieve
They are not specific activities or action steps!
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GoalsGoals Should . . .Should . . .
Specify end result or desired ultimate accomplishment Reflect perceived present and future needs
Be capable of being effectively pursued
Source: http://www.for.gov.bc.ca/hfd/library/documents/glossary/G.htm
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Examples of UAD Goals Examples of UAD Goals • Reduce underage drinking by enforcing underage drinking laws and regulations
• Educate youth and adults on the serious consequences of underage drinking
• Improve communication and collaboration among organizations involved in UAD prevention
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Guiding Points About Guiding Points About ObjectivesObjectivesFoundation for program
development and evaluation
Must be clear and “actionable”
Objectives are not action steps (Who/What not How)
They should be realistic . . .Unrealistic expectations may lead to failure
In most cases, it is impossible to achieve a goal of 100%.
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Measurable ObjectivesMeasurable ObjectivesArticulate what program is intended to
do
Should be measurable to assess progress toward the goal
Specific, attainable, timely, and lead to observable behaviors
Tools you use to make sure you reach your goals
Should not restrict or constrain vision; but ensure that actions are clearly focused and communicated so that all parties know what is going on
You can shoot your arrows many ways, but they reach and score the bulls eye!!
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Tips for Writing Tips for Writing ObjectivesObjectives
1. Audience – Who is this being aimed at?
2. Behavior – What do you expect them to be able to do?
3. Condition – How? Under what circumstances will the impact or learning occur?
4. Degree – How much? Must a specific set of criteria be met? Do you want total mastery (100%) of the task(s), 80%, 50%, etc.?
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Examples of ObjectivesExamples of ObjectivesIf the goal is to reduce underage drinking by enforcing
underage drinking laws and regulations, objectives might include:
By October 2014 increase by 10% the number of citations given to youth that violate the state’s liquor laws.
By October 2014 , decrease by 10% the number of retailers that sell alcohol to minors (as determined by compliance checks. See Community How To Guide on Underage Drinking Enforcement).
Hint: When assigning percentages to an objective, go back to the
needs assessment and determine how much improvement can be
realistically achieved over a given period of time.
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Prioritizing Intervening Prioritizing Intervening VariablesVariablesBefore the strategic plan can be
developed, Intervening Variables must be prioritized.
Prioritization will be based on:◦ Severity◦ Capacity◦ Ability to Implement Strategies
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Promotion Social Norms Social Access
Easy Retail Access
Low Perceived Risk
Low Enforcement
Low Prices
Substance Use
15-24 year olds involved in alcohol-related vehicle crashes and crash fatalities 34
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Low Enforcement
Lack of Sobriety Check Points
Sales to Intoxicated People
DWI convictions result inMinimum consequence
Youth are able To Purchase Alcohol
At various stores
No Law EnforcementCurrently Involved
No Judicial officialsExperts involved
Low Priority for smallPolice Force
Low Priority for smallPolice Force
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Strategizing how Strategizing how things will be things will be accomplishedaccomplished
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Strategic Planning Strategic Planning ObjectivesObjectives
Prioritize Intervening Variables according to severity and existing capacity.
Define priorities and objectives and organize those objectives into a strategy
Address the needs that have been documented
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Merchant Education
Low Enforcement
Retailers
ID compliance
checks
Sobriety Check Points
Rewards for not Selling to intoxicated
patrons
Media Campaign
Behavior Changes
Behavior Changes
Decrease15-24 year oldsAlcohol related
classes
Community Action group
Sheriff's office
Inputs Outputs Short TermOutcomes
Long TermOutcomes
Community Change
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Strategic Planning Strategic Planning ObjectivesObjectivesBuild on identified resources,
strengths and capacity
Address multiple causes of identified problems in multiple community sectors
Identify benchmarks, recruitment strategies, and action steps for capacity in each Intervening Variable
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Strategic Planning Strategic Planning ObjectivesObjectives
Include measurable objectives, the performance measures and baseline data against which progress will be monitored.
Identify goal(s) for Intervening Variable(s) and determine objectives that address contributing factors
Identify strategies that are population appropriate 40
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Strategic Planning Strategic Planning ObjectivesObjectives
• Consider community readiness
• Identify evidence-based programs, practices, and policies (strategies) for each contributing factor
• Identify action steps for continual assessment of each Intervening Variable
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Reducing Risks & Reducing Risks & Increasing Protective Increasing Protective FactorsFactors
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Identify evidence-based programs, practices, and policies (strategies).
Strategies should meet one of the following:1. Evidence-based2. Limited evidence3. Logic Driven
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What We Know So Far (Planning)What We Know So Far (Planning)
Goal: Create an environment where alcohol is not illegally or inappropriately available to adolescents and young adults in social settings.
Objective: Reduce the percentage of parents reported to provide alcohol to their minor children by 20% by May 30, 2012.
Strategy: Increase parental knowledge of underage drinking laws by disseminating “Parents Who Host Lose the Most” information cards to 4,000 APS High School Parents. 43
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The Devil is in DetailsThe Devil is in Details• Identify action steps for
continual assessment
• Develop action and capacity plan
• Ensure Cultural Competence and Sustainability
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Strategic Plan DetailsStrategic Plan Details
Plans will continuously need to be monitored and reviewed.
Why?◦ Evaluate progress◦ Accountability◦ Make necessary changes◦ Account for new data◦ Management
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Strategic Plan DetailsStrategic Plan Details
Ensure cultural competence and sustainability throughout the strategic planning process.
Identify a process to review progress towards benchmarks and action steps included in the strategic plan.
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Other 5-Step Other 5-Step ConsiderationsConsiderationsHow will Data Driven Decision-
making continue?
Mutually Reinforcing Strategies: When and how should strategies work together to impact consequence/consumption identified (ecological model)
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To ConsiderTo ConsiderTarget multiple domains or contexts
across the lifespan
Consider questions of reach when selecting strategies:
• How many people will your interventions impact?
• Which sectors of the community will be impacted by your efforts?
• What dosage of the interventions will target audience experience?
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Ecological ModelEcological Model
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Action PlanningAction Planning
Why create a plan for action?
An action plan allows us to create an objective profile of community, identify how to focus resources and efforts, and to implement more effective strategies.
Moves us from strategizing to Implementation
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Action PlanAction PlanBefore and After QuestionsBefore and After Questions
How will we know if we are successful in solving the problem (what measures)?
What are some of the potential road blocks to successful implementation?
How can we improve existing strategies and/or processes to solve this problem?
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The Action Plan Describes: The Action Plan Describes: What specific community/system
changes to be sought in accomplishment of goals
Which objectives will be employed (EBPs/Activities)
Who is going to do what
When measurable results will occur (in conjunction with evaluation)
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Evaluate Appropriateness Evaluate Appropriateness of Action Planof Action Plan
Completeness
Clarity
Sufficiency (can it realistically effect change?)
Resources
Currency
Flexibility
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Double Check Your ProcessDouble Check Your Process
Is plan truly comprehensive?
Have you looked at all appropriate
data?
Were all appropriate people involved?
Built upon theory of change?
Have you considered all the angles?
Does plan, as written, make sense tosomeone who had no input?
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Monitor the Strategic Monitor the Strategic Plan Plan
Develop a protocol – What do you want to know? Who should be interviewed?
What does action plan say you will do?
Develop a schedule – How often should you review?
Adjust plans as the result of ongoing needs assessment and monitoring
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Phases of Phases of ImplementationImplementation
Pre-Conditions – Need, target decisions, possible interventions and trouble-shooting
Pre-Implementation - Community input, internal brainstorming, pilot test, prep for implementation
Implementation – Deliver best fit EBP, staff and key leader training, fidelity, evaluation
Maintenance - Organizational or financial
changes to sustain, customizing, TA
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Cultural Competency Cultural Competency ConsiderationsConsiderations
Is the strategy culturally appropriate and responsive?
Will the strategy be delivered in a culturally appropriate manner?
What other thoughts might be added to this conversation?
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Next StepNext StepAfter careful planning, it is time
to consider what evidence –based prevention will be used.
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THANK YOU FOR THANK YOU FOR PARTICIPATING IN PARTICIPATING IN THIS TRAINING THIS TRAINING MODULE.MODULE.
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PART 2PART 2
Evidence-Based Prevention
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State LevelImplementation
Assessment MobilizingCapacity
State and Community Implementation
Planning Implement Evaluate
Implement infrastructure development activitiesstate and local level
Community Level
Implement evidence-based prevention strategies and infrastructure development activities
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Identifying and Selecting Identifying and Selecting Evidence-Based Evidence-Based Interventions (EBIs)Interventions (EBIs)
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Effective intervention planning should address both risk and protective factors.
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Evidence Based Evidence Based PreventionPreventionDefinition: A prevention service (program,
policy or practice) that has been proven to positively change the problem you are trying to impact.
Examples:◦Program: Strengthening Families
Program◦Policy: Increased tax on cigarettes◦Practice: Consistent enforcement of YTA
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Using Research Using Research to Make Decisionsto Make DecisionsPutting the scientific method to work for
prevention: ◦ Start with an observation
◦ Make a hypothesis (a guess),
◦ Conduct trials and tests to test the hypothesis
◦ Examine the data, develop newer ideas which leads to more tests and refinement of hypotheses.
Research is used to test out theories
Often the theory being examined is whether an intervention is effective
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Why be concerned about Why be concerned about Evidenced Based Evidenced Based Prevention?Prevention?
Federal and state agencies, as well as private funders are asking for it
Public accountabilityThe desire to improve programsWe want to be effectiveLimited resources used wisely
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History of TermsHistory of TermsThen:
◦ Best Practice Principles - When certain principles are incorporated into prevention programming the effort is more likely to be effective.
◦ Research/Science Based - A pre-existing validated model program (eg. Botvin’s life skills) OR
based on a validated theory relevant to substance abuse (eg. risk/protective factor, Bandura’s social learning theory)
Now:◦ Evidence-Based Prevention - There is evidence
that the activity has shown to achieve the desired outcomes.
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Paradigm ShiftParadigm ShiftAnecdotal bean counting trend
profilesFrom picking off lists to thinking
critically about needsFrom categorical labels to ratings along
a continuumFrom relying on strength of evidence
alone to assessing the relative importance of strength of evidence in a broader context
From stand-alone intervention selections to comprehensive community plans
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Comprehensive Approach:Comprehensive Approach:Any priority problem will have multiple
contributing conditions
Each contributing condition will require multiple interventions
An effective community plan requires a comprehensive approach ◦ made up of multiple strategies/interventions,
and◦ each strategy/intervention requires evidence
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Comprehensive PlansComprehensive Plans
Prevention interventions require‘evidence’ throughout the SPF steps:
◦ Evidence that your addressed priority is a need
◦ Evidence that you’re addressing the stuff that makes the bad thing happen (intervening variables)
◦ Evidence that your selected strategies work to fix the stuff that makes the bad thing happen
◦ Evidence that the intervention is working (evaluate)
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Consequence and
consumption:
High-risk drinking
18–25 year olds
Low-price alcohol
specials in bars
Servers not checking IDs
Policy to limit drink specials
Responsible server
education
Evidencerequired that this is really a problem for
your community
Evidence required that these are contributing
conditions in your community
Evidence required that these strategies reduce low-price
alcohol specials and increase servers
checking ID’s
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Evidence-Based InterventionsEvidence-Based Interventions
Strength of Evidence ≠ strength of effect
Strength of evidence is determined by the answers to the following: ◦ How thorough and rigorous was the research/evaluation?◦ How well were the evaluation results documented, disseminated? ◦ Is there consensus among the experts?
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Evidence-Based InterventionsEvidence-Based InterventionsStrength of EvidenceStrength of Evidence
The nature of evidence is continuousWill fall along a continuum from
weak to strong
The strength of evidence is assessed using scientific standards and criteria for applying these standards
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““Three Bears” EB RigorThree Bears” EB Rigor1. Logic driven - have not been widely
researched, but derived from logic or theory
2. Limited evidence - supported by evidence or individual studies, but not as rigorous as meta-analysis studies
3. Evidence-based - sufficient research and evidence to demonstrate effectiveness as identified by a meta-analysis or expert peer panel
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Current EBP Categories Current EBP Categories Identified by CSAP Identified by CSAP
No evidence
Strongevidence
Innovative program
unlike any other effort previously
evaluated for effectiveness
Documented effectiveness supported by other sources
of info and expert
consensus
Reported with positive
results in peer
reviewed journal
Listed on a Federal registry of effective programs
Continuum
Evidence-Based interventionNot Evidence-based
Evaluated but was found to
be ineffective
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CSAP Categories of CSAP Categories of Evidence-BasedEvidence-Based
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SPF Evidence-Based CategoriesSPF Evidence-Based Categories
According to latest CSAP guidance published inthe document, “Identifying and SelectingEvidence-Based interventions” there are threecategories of EBP: 1. Included on federal registries of evidence-based
interventions
2. Reported (with positive effects on the primary targeted outcome) in peer-reviewed journals
3. Documented effectiveness supported by other sources of information, the consensus judgment of informed experts, and meeting 4 specific guidelines
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Federal RegistriesFederal Registries Many federal agencies have developed a review
process to look at the evaluation of specific programs
Typically review programs that: ◦ Are discrete in scope◦ Use a curricula or manual◦ Defined and tangible settings ◦ Focus on primarily individuals or families
Level of evidence required varies considerably Still have to think critically and make reasoned
judgments
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Federal RegistriesFederal RegistriesAdvantages: Easy to find Easy to replicate Federal agency reviews the research One-stop shopping Funders Challenges: Limited number of interventions Very few population-based interventions Misleading ‘global effectiveness labels’ Often over generalize outcomes
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Federal RegistriesFederal Registries
OJJDP Model Programs Guide http://www.dsgonline.com/mpg2.5/mpg_index.htmExemplary and Promising Safe, Disciplined and Drug-Free Schools Programs Sponsored by the U.S. Department of Education http://www.ed.gov/admins/lead/safety/exemplary01/exemplary01.pdf
Guide to Clinical Preventive Services Sponsored by the Agency for Healthcare Research and Quality [AHRQ] http://www.ahrq.gov/clinic/cps3dix.htm
Guide to Community Preventive Services Sponsored by the Centers for Disease Control and Prevention [CDC] http://www.thecommunityguide.org
A list of other registries may be found at SAMHSA’S website: http://www.samhsa.gov/ebpWebguide/appendixB.asp.
SAMHSA National Registry of Evidence-Based Programs and Practices (NREPP) http://www.nrepp.samhsa.gov
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Federal RegistriesFederal Registries
National Registry of Evidence-Based Programsand Practices (NREPP) History: ‘Model’ program endorsement Current:
◦ Inclusion does not constitute endorsement of an intervention by SAMHSA.
◦ NREPP inclusion does indicate effectiveness ◦ Provides information to support a critical review of research within the
broader context of your community. quality of the research supporting outcomes Strength of the outcomes quality and availability of training and implementation materials
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Peer-Reviewed Journals Peer-Reviewed Journals (with positive effects on the primary targeted (with positive effects on the primary targeted outcome) outcome)
Peer review is the process of subjecting research to the scrutiny of other experts in the same field.
The purpose is very different than of a federal registry.
For scholarly purposes and to further a field of research.
To be published an article must:◦ meet the accepted standards for research
methodology (rigors)AND
◦ Ensure appropriate interpretations of the research conducted.
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Glossy, often color pictures
Target = general public
General interest or current events
Many ads, often in color
Writers typically journalists or reporters
Author sometimes “unsigned”
Chosen by editor or edit board
No formal citations
Newsstand, subscription
Corporation/popular press
Popular
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Often bland, with few colors
Targets field professionals
Research reports or professional concerns
Usually few or no ads
Writers = Practitioners/Scholars/ researchers
Author "signed articles"
Selected by field experts “Peer-Reviewed"
Article bibliographies
Subscription
Professional association or scholarly publisher
Scholarly
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Sample Journal Titles Sample Journal Titles Available from LibrariesAvailable from Libraries
Addictive Behaviors
Alcohol Health and Research World
Contemporary Drug Problems
Journal of Ethnicity in Substance Abuse
Journal of Child & Adolescent Substance Abuse
Journal of Drug Education
Natl. Institute on Alcohol Abuse and Alcoholismwww.niaaa.nih.gov
Western North Carolina Library Network (WNCLN)
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Using Peer-Reviewed Journal Using Peer-Reviewed Journal ResearchResearch
Advantages: Detailed findings and analysis that
document whether the intervention works. Contact info Meta-analysis articles
Challenges: Often don’t give enough detail to replicate Onus of determination of SOE on the reader Access to journals is limited
Where to find: University libraries Michigan E-journals
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Peer Reviewed JournalsPeer Reviewed JournalsStructure of a PRJ: Abstract: a summary of the key points in the article
and the hypothesis being tested
Introduction: context for the study. What prompted the research, what research does study build on
Methods: Explains how the researchers set about testing their hypothesis
Results: detailed findings of the research conducted
Discussion: a summary of the results and what they mean
Bibliography: a listing of all the sources cited in the article, as well as relevant articles or books that were not cited 87
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Peer-Reviewed Journal: Critical Peer-Reviewed Journal: Critical ReviewReview
Quality of PRJ information: How rigorous was the evaluation? Are the findings and outcomes clearly
described? Is there enough info about the intervention to
replicate it? Are there multiple articles with consistently
positive results for the intervention?
Local Fit: Does the intervention address your identified
problem and relating contributing conditions? Has the intervention been effective in a
community like yours? Has the intervention been effective with a
population similar to yours?
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Documented Effectiveness…Documented Effectiveness…
Documented effectiveness supported by other sources of information and the consensus judgment of informed experts.
Guidelines: (Must meet all 4 guidelines to qualify)
1. Based on solid theory of change that is documented in a clear logic or conceptual model;
2. Similar in content and structure to interventions that appear in registries and/or peer-reviewed literature;
3. Supported by documentation that it has been effectively implemented in the past, multiple times, in a manner attentive to scientific standards of evidence and with results that show a consistent pattern of credible and positive results.
4. Reviewed and deemed appropriate by a panel of informed prevention experts
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Documented Effectiveness…Documented Effectiveness…
It may be necessary to rely on this weaker strength of
evidence when no appropriate interventions areavailable in categories with stronger evidence.
Keep in mind that your intervention must beappropriate for the:
◦ Identified problem and contributing condition,
◦ population to be served/reached, and ◦ cultural and community context in which
the intervention will be implemented
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Documented Effectiveness…Documented Effectiveness…
Advantages
Increases the possible strategies to use as a part of a comprehensive plan;
Flexibility for those making programming decisions;
Empowers planners to select or develop innovative, complex interventions to meet the needs of individual communities;
Creates the ability to include culturally based evidence as well as traditional evidence to support local decisions; and
Authorizes planners to exercise professional judgment in deciding the potential contribution of unique intervention components in the comprehensive plan.
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Documented Documented Effectiveness…Effectiveness…
Challenges: Places substantial responsibility on prevention
planners for intervention selection decisions
The burden of proof for documented effectiveness lies with the program planners and practitioners making the selection decisions
Require prevention planners to think critically about the evidence to support the inclusion of a particular intervention in the community’s comprehensive plan.
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Must prove all four guidelinesMust prove all four guidelines1. Based on solid theory of change that is
documented in a clear logic or conceptual model
2. Similar in content and structure to interventions that appear in registries and/or peer-reviewed literature
3. Supported by documentation that it has been effectively implemented in the past, multiple times, in a manner attentive to scientific standards of evidence and with results that show a consistent pattern of credible and positive results.
4. Reviewed and deemed appropriate by a panel of informed prevention experts
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Selecting Best-Fit Selecting Best-Fit InterventionsInterventions
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Selecting Best-Fit Selecting Best-Fit Prevention InterventionsPrevention Interventions
Select Specific Programs,Practices, & Policies
Ensure Effectiveness
IdentifyTypes of Strategies
Best-FitPrevention
Interventions
Demonstrate Conceptual Fit
Demonstrate Evidence of Effectiveness
Demonstrate Practical Fit
Relevant? Practical? Effective?
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Questions to ask yourself?Does it fit into community logic model? Does it address the identified
contributing conditions? Has it been tested for the target
population? Does it respond to the specific needs of
your targeted population?Does the intervention contribute to a
comprehensive community plan?
Conceptual FitConceptual FitDoes it do what you need to accomplish?Does it do what you need to accomplish?
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Practical Fit for CommunityPractical Fit for Community Can you actually do it?Can you actually do it?
Questions to ask yourself and your coalition:
Do you have the manpower and funding needed?Do you have the necessary community contacts
needed (police, leaders, etc.)?Will the community support this strategy? Does this strategy reflect your community’s culture?Could this strategy be sustained?Could this strategy be evaluated?
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EffectivenessEffectiveness
Is there evidence that the strategy works?
Questions to ask: How effective is the strategy at impacting
desired outcome?How strong is the evidence?Would the reach be large enough to impact the
desired outcome?
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Cultural ConsiderationsCultural ConsiderationsCan the intervention be adapted to serve
diverse groups?Has targeted community been consulted
regarding design, etc.Is the intervention responsive to targeted
group? How do you know?Do implementers understand the group
culture?Do organization(s) have the resources to
deliver culturally appropriate strategies?Are there any language/literacy barriers
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Fidelity and AdaptationFidelity and Adaptation
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Fidelity and Adaptation Fidelity and Adaptation ConsiderationsConsiderations Fidelity: the degree of fit between the developer-
defined components of a substance abuse prevention program and its actual implementation in a given organizational or community setting.
Program Adaptation: deliberate or accidental modification of the program, including the following:◦ deletions or additions;◦ modifications in the nature of the components that
are included;◦ changes in the manner or intensity of administration
of program components called for in the program manual, curriculum, or core components analysis; or
◦ cultural and other modifications required by local circumstances.
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Fidelity/Adaptation Fidelity/Adaptation BalanceBalanceA dynamic process, often evolving over time, by which
those involved with implementing a evidence-based interventions address both the need for fidelity to the original intervention and the need for local adaptation.
◦ There is evidence that many evidence-based prevention programs still produce positive results despite significant adaptation. Some adaptations are, in fact, necessary for program success, given widely varying circumstances in different organizations or communities.
◦ There is significant evidence that the greatest impact from evidence-based programs occurs when there is program fidelity with respect to certain key elements. And some adaptations are undesirable, whether deliberate or accidental.
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Fidelity/Adaptation – Fidelity/Adaptation – Be StrategicBe Strategic1. What are the theoretical underpinnings of the program?
2. Identify the core components: Those elements of a program that fundamentally define its nature, and that analysis shows are most likely to account for its main effects
3. Identify fidelity/adaptation concerns for local implementation
4. If possible, consult as needed with the program developer to review proposed adaptations
5. Consult with the organization and/or community in which the implementation will take place
6. Develop an overall implementation plan based on these results
7. Continually assess fidelity and adaptations during implementation
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QUESTIONS?
If you have any questions or desire technical assistance on this topic please contact:
MDCH Bureau of Substance Abuse & Addiction SvcsLarry Scott, Prevention Section Manager
320 S. Walnut StreetLansing, MI [email protected]
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Thank you for participating in Thank you for participating in this training module!this training module!
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