Community Mobilization for Prevention

Online Guide

". . . pass with relief from the tossing sea of cause
and theory to the firm ground of result and fact."
~ Winston Churchill

At this third stage of mobilization, the focus is on getting a detailed and accurate picture of what is actually happening in the community related to your area of concern. This information is important because it:

1. Helps mobilize community support and investment behind your effort;

2. Guides the prevention planning process by giving you knowledge of current conditions to help you determine your direction; and

3. Provides the baseline data for evaluating your prevention work once you begin implementation.

Achieving the outcomes listed for this stage will help ensure the success of your community assessment of needs and resources.

The commentary provided is organized according to the outcomes desired for this stage of the mobilization process.  Suggestions, tools and activities are provided to help you achieve success.

Outcome 1: Prevention and social change theories have been reviewed, and an approach has been selected.

Outcome 2: The process of defining the parameters of the community has been completed.

Outcome 3: Identification, collection and organization of relevant needs assessment data have been completed.

Outcome 4: Areas of priority have been determined, and have been shared with key stakeholders.

Outcome 5: An inventory of current community resources has been completed.

Outcome 6: Resource gaps and needs have been identified.

Outcome 7: A comprehensive, user-friendly document organizing all assessment information has been completed.

Outcome 8: Results of the community assessment have been shared with the community.

Go to Stage 3 Table of Contents

Outcome 1:  Prevention and social change theories have been reviewed, and an approach has been selected.

What is a theory?

In Stage 2: Readiness, you developed a vision that expresses your goals and dreams. In order to achieve your vision, you need to identify the frameworks that will guide how you approach doing your prevention work, starting with your assessment. That's your theory – the guiding principles that underlie your prevention approach.

Theory is important. Theory can help you answer all the WHY?, WHAT? and HOW? questions. Theory at a Glance—A Guide for Health Promotion Practice  (National Cancer Institute [NCI], 1997) says theories can be used to guide the search for reasons WHY people or groups are, or are not doing, what is best to care for themselves and others in healthy ways. They can help pinpoint WHAT you need to know to develop or organize a prevention plan. They can provide insight into HOW you shape this plan to reach people and organizations and make an impact on them. They also help identify WHAT should be monitored, measured and/or compared in your evaluation. Theory can help you step back and think about the larger picture. It can take you beyond simply carrying out a set of activities.

Theories are by their nature abstract: that is, they don't have a specified content or topic area. Like an empty coffee cup, they have a shape and boundaries but nothing concrete inside. They only come alive when they're filled with practical topics, goals and problems (NCI, 1997). You may notice that theories often overlap, and that some seem as if they can fit "within" broader models. Also, you might recognize that more than one theory is needed to adequately address an issue. In prevention, this is almost always true. It is also evident in the use and description of applied theories in the professional literature.

Theory at a Glance (NCI, 1997) also says that one of the greatest challenges is to learn to analyze the "fit" of a theory or model with your community and your prevention issue(s). A working knowledge of a handful of theories and how they have been applied will go a long way.

There are many different theories to consider as you begin to lay out your prevention plan. Some theories deal with how and why individuals change their behavior; other theories deal with how communities or systems change. In this part of the mobilization process, you will begin to gain a better understanding of different theories that are commonly used in prevention. And, you will select the theory or theories that you feel will be the best ongoing guides to your prevention effort.

What is Prevention?

Before we consider common theories used in prevention, let's look at a well known definition of prevention. This definition is one of several favored by many working in the prevention field because it affirms that we have the power to change things in order to improve people's lives.

Prevention is an active process of creating conditions and/or personal attributes that promote the well-being of people (Lofquist, 1983, p. 2).

What Are Some Commonly Used Theories and Models In Prevention?

Most . . . [prevention] theories come from the social and behavior sciences, but their application often requires familiarity with epidemiology and physical sciences, too. They borrow from various disciplines such as psychology, sociology, anthropology, consumer behavior and marketing (NCI, 1997). They maybe labeled as conceptual or theoretical frameworks. We refer to them as theories or models. Knowing the following will help you to hone in on the specific approach you will take in developing and implementing your prevention work.

As you read through this next section, which briefly describes seven different theories and models, remember what we said at the beginning of this outcome – theories often over-lap.

TIP

If this information is new to you, it may seem overwhelming.  You will notice at times that the words theory and model are used interchangeably.  Do not get caught up in trying to understand these different labels.  What is important is that you take your time to grasp the different concepts, be they theories or models, so you can determine which ones or combination is best fit for your group and community. 

More in-depth information on all of these theories/models and others can be found by going to the HOME PAGE and clicking on Resources and Links.

Cognitive Theories

These theories consider how beliefs contribute to decisions regarding behavior. According to Theory at a Glance (NCI, 1997):

Two key concepts cut across these theories:

1. Behavior is considered to be mediated through cognitions; that is, what we know and think affects how we act.
2. Knowledge is necessary but not sufficient to produce behavior change. Perceptions, motivations, skills and factors in the social environment also play important roles.

Interventions that use this theoretical approach focus on increasing an individual's belief(s) about negative consequences of specific behaviors while also highlighting the benefits of other counter-active behaviors.…

From this perspective, it is important to:

1. involve individuals and relevant others
2. provide information and training
3. incorporate information about likely results of actions in advance
4. point out individual strengths; use persuasion and encouragement
5. point out other's experiences
6. identify positive role models
7. provide incentives
8. approach behavior changes in small steps

Diffusion of Innovation Theory

Diffusion of innovation has been described this way (NCI, 1997, Part 2):

Diffusion of Innovation addresses how new ideas, products and social practices spread within a society or from one society to another. This theory pays attention to the innovation (new idea, product, practice or technology) as well as to communication channels and social systems (networks with members, norms and social structures).

Some of the most important characteristics of innovations are their relative advantage (is it better than what was there before?), compatibility (fit with the intended audience), complexity (ease of use), trialability (can it be tried first?), and observability (visibility of results).

Stages of Change Model

As described in Theory at a Glance (NCI, 1997, Part 2):

Five distinct stages are identified in the Stages of Change Model: pre-contemplation, contemplation, decision/determination, action and maintenance. It is important to note that this is a circular, not a linear model. People don't go through the stages and "graduate"; they can enter and exit at any point, and often recycle.

The Stages of Change Model concerns individuals' readiness to change or attempt to change toward healthy behaviors.

The Health Belief Model

The Health Belief Model addresses a person's perceptions of the threat of a health problem and the accompanying appraisal of a recommended behavior for prevention or managing the problem (NCI, 1997, Part 2).

The Health Belief Model is useful in gaining an understanding of an individual's  inaction or lack of concern. This model looks at four areas of one's perception regarding a situation, circumstance or opportunity. They are (1) Perceived susceptibility, (2) Perceived severity, (3) Perceived benefits and (4) Perceived barriers. Recently a fifth area has gotten a lot of attention. This area is the "concept of self-efficacy or one's confidence in the ability to successfully perform an action (NCI, 1997, Part 2). This model basically looks at the individual's level of readiness to act.

The Public Health Model

The public health model of prevention has three components: They (1) the agent, (2) the host, and (3) the environment. The host is the individual whose behavior is of concern, such as an underage drinker. The agent in this instance would be alcohol. The agent is the substance. The environment is the social, cultural, and physical context in which use occurs, which could include parties, sporting events celebrations, etc. This model stresses that for a lasting effect, prevention needs to address all three components.

Continuum Models

While continuum models have different classification components, they are all interrelated. They stress that for a lasting effect, prevention needs to address all of the components in relation to each other. These classifications focus on the needs of different populations and match their goals and interventions to those identified needs. The Institute of Medicine Prevention Model (IOM) and The Prevention Continuum of Care are well known examples of this model.

Risk Factors, Protective Factors and Resilience

There are many excellent resources available that describe risk and protective factors theories. Several are quoted below to provide an overview and description:

Put simply, one often-tested and supported hypothesis derived from this framework is that the more risk factors a child or youth experiences, the more likely it is that she or he will experience substance abuse and related problems in adolescence or youth adulthood. (Schinke, Brounstein & Gardner, S., 2002, p. 3)

The thrust behind the Risk Factor approach in prevention is to develop strategies that reduce or eliminate negative influences such as peer pressure, low level of community attachment, and rebelliousness and to balance those strategies with Protective Factors such as healthy beliefs and clear standards, positive relationships (bonding) and resiliency. Risk factors rely primarily on identification of "at-risk" or "high-risk" individuals and focuses on dangers and stressors that lead to failure. (The Center for Substance Abuse Prevention's Southwest Center for the Application of Prevention Technologies, n.d.)

Protective factors, such as solid family bonds and the capacity to succeed in school, help safeguard youth from substance use. . . . Many children and youth growing up in presumably high-risk families and environments emerge relatively problem-free. The reason, according to many researchers, is the presence of protective factors that reduce the likelihood that a . . . disorder will develop. (Schinke, Brounstein & Gardner, S., 2002, p. 3).

The protective factors approach focuses on providing positives that counterbalance risk factors and lead to developing healthy, well-adjusted adults. Protective factors provide a buffer for children and youth. This approach requires shifting attention from concentrating on stopping a problem to increasing youth exposure to positive and constructive experiences known to promote healthy, responsible and compassionate choices.

CSAP's Promising and Proven Substance Abuse Prevention Programs reflects on the success of interventions that address risk and protective factors:

For more than a decade, The Substance Abuse and Mental Health Serices Administration's Center For Substance Abuse Prevention (CSAP) has supported demonstration programs designed to identify interventions that work with populations at high risk to prevent substance abuse, delay its onset and reduce substance abuse-related behaviors. Research now confirms that interventions aimed at reducing the risk factors and increasing the protective factors linked to substance abuse and related problem behavior can produce immediate and long-term positive results. (Brounstein, Zweig & Gardner, 2001, p. 1)

Selecting What Is Best For Your Community and Group

Given all of this information, your group will now need to make a decision on the theory(ies) you will use to guide your prevention efforts. This is important because the evidence-based programs, principles and practices you will select and implement are theory driven. This will also guide you in completing your community assessment and in setting the outcomes you will achieve after the development and implementation of your prevention plan.

Keep in mind that whatever you select needs to be compatible with the personality, or culture, of your community. There needs to be a sense that your selection will work; that it fits.

As with everything, remember to keep your newly learned information relevant and in a balanced perspective. In The Art and Science of Transformational Change, Tom Devane states that "theory without practical application isn't very useful (2001, p. 1). 

Ready to Move On?

Did you:

1. Review social change theories?
2. Review effective and proven models/approaches to prevention?
3. Select a prevention approach (e.g., Risk and Protective Factors, Resiliency)?
   
   

References
Brounstein, P.J., Zweig, J.M., & Gardner, S.E. (2001). Promising and proven substance abuse prevention programs. Rockville, MD: Center for Substance Abuse Prevention, Substance Abuse and Mental Health Services Administration.

Center for Substance Abuse Prevention's Southwest Center for the Application of Prevention Technology. (n.d.). Prevention approaches—Risk and protective factors.

Devane, T. (2001, May 12). The art and science of transformational change [Training manual]. Training provided at the Southwest Center for the Application of Prevention Technologies Learning Community, Oklahoma City, OK.

National Cancer Institute (NCI), National Institutes of Health. (1997). Theory at a glance: A guide for health promotion practice. Bethesda, MD: Author.

Schinke, S., Brounstein, P., & Gardner, S. (2002). Science-based prevention programs and principles, 2002 –Effective substance abuse and mental health programs for every community. DHHS Pub. No. (SMA) 03-3764. Rockville, MD: Center for Substance Abuse Prevention, Substance Abuse and Mental Health Services Administration.

Go to Stage 3 Table of Contents

Outcome 2:  The process of defining the parameters of the community has been completed.

In the first stage of mobilization, Initiating, your group began to explore the characteristics of the community you are mobilizing. You talked about the community's values, demographics, cultures and social norms for youth and adult behavior. Now, as you move into the Assessment stage of mobilization, it is vital that you have a clear understanding and description of the community. This description is important because it will:

1. provide you with information about the current environment,
2. be a reference point for the collection of data and information,
3. help you determine who should be involved in completing the assessment, and
4. provide guidance on whom to invite into future partnerships.

Using the information gathered during your previous discussion as a starting point, it is now appropriate to write a more thorough community description. Keep in mind that a community can be described and/or defined in two different ways. The first way is by considering boundaries, such as geographic, governmental, economic or administrative systems. The second way is by considering relationships and/or affiliations and associations between people or groups, such as those who hold similar attitudes, values and beliefs; those who work together on community events or activities; those who come together as faith communities; and those who work together in volunteer activities.

The following tools can be used to help you develop a community description:

	Defining Your Community
	Writing Your Community Description
	Parameters and Consideration:  Questions for Our Community

Stage 3:  Assessment

Outcome 3

Outcome 3:  Identification, collection and organization of relevant needs assessment data has been completed.

Now that you have selected the approach/framework you will use and have clearly defined your community, it is time to begin the actual assessment, starting with the identification, collection and organization of data related to your community needs.

What steps need to be taken to conduct our community needs assessment?

The following steps provide a general outline you can follow to conduct your community needs assessment successfully:

1. Determine who will be involved in the assessment process.
2. Review the data you already have.
3. Decide what data still needs to be collected.
4. Determine how you will collect the additional data.
5. Identify who will collect the data.
6. Decide how you will organize and analyze the data.
   Determine how you will report the findings to the community.

Who should be involved in conducting the community needs assessment?

Community involvement in the assessment process is important. Members of your group, along with other members of your community, need to be identified and recruited for this stage of mobilization. This may include interested stakeholders and members of other community groups, organizations or agencies. At the very least, diverse representation from the different segments of the community should be addressed. Inclusion is always important because it helps to build community ownership, support and investment in your prevention efforts.

Forming a Data Collection Team is a tool that can help you put your team together.

Once you have identified potential members of your assessment team, contact each one to determine whether or not they wish to be involved and in what capacity. When the team members have been determined, call a meeting to discuss and clarify the:

1. Assessment process (purpose, scope, timeline, etc.),
2. Responsibilities of the team as a whole,
3. Skills and interests of each person, and

1. Role of each team member

What types of data will be collected for the community needs assessment?

There are two basic types of data: quantitative data and qualitative data. Both types should be collected in order to gain as accurate a picture as possible of the current conditions or behaviors you are trying to address.

Quantitative data refers to information that is objective and can be expressed as a quantity or amount, such as the percent of high school dropouts or juvenile arrests for vandalism. Types of quantitative data may include demographic information, vital statistics such as birth and death rates, or unemployment rates. It may also include information gathered from surveys.

Quantitative data is usually archival (information that is collected and stored on a periodic basis) and is conveyed as rate, prevalence or incidence. These are statistical ways of presenting data that tell you what a particular behavior looks like within the designated population.

1. Rate: Describes the amount, frequency, or speed of something expressed as a proportion of a larger figure or in relation to a whole, in this case the proportion of the relevant population exhibiting a condition.  For example, if your relevant population is high school students, and your data shows that 600 out of a total of 1,800 students say they have smoked marijuana at least once, then your rate of marijuana use is 30%.
   
2. Prevalence: Describes the number of times a condition or problem has occurred within a specified time period. For example, if 600 students say they smoked marijuana for the first time within the last year, the prevalence of first-time marijuana use is 600 per year.
   
3. Incidence: Describes the speed with which the issue is escalating or growing within a specified time period. For example, if 15 new children start smoking marijuana every month, the incidence of the problem is 15 per month, or 180 new users per year.

Qualitative is the other type of data. This is information that is anecdotal, or subjective, in nature. Types of qualitative data may include information from interviews with youth or community leaders, focus groups, public meetings or forums and written stories or surveys that describe opinions, insights, attitudes or beliefs.

Qualitative data is usually conveyed in a descriptive manner. It can be used to describe behaviors, concerns or events that have taken place. It can also help you get more detailed information about the individuals most likely to be affected by your community prevention plan. Often a community will gather and use this type of data to supplement, or enhance, the quantitative data they have obtained. For example, if you discover that initiation of inhalant use is on the rise among 4th and 5th graders in affluent families, you can use a survey or focus groups to find out the specific causal factors that may contribute to these students getting involved in the use of inhalants.

What specific data should you collect?

At this point in the assessment process, you need to identify the specific data, or indicators (measures used), to collect based on the approach/framework you are going to use in doing your prevention work. Your community group may choose a resiliency, strength-based approach or they might prefer a risk and protective factor approach. For instance, if you are trying to address school dropouts from a risk factor approach you might collect data that focuses on the factors that contribute to youth dropping out of school. If your group has decided to take a resiliency approach they would collect data that focuses on the factors that contribute to high academic achievement and high graduation rates. In most instances you will want to look at both risk factor and resilience/protective factor data. Your group will have to spend some time researching the research to determine the risk and protective factors they will want to collect data on. Below is a list of research resources on risk and protective/resilience factors.

Substance Abuse Risk Factors
http://www.health.org/govpubs/phd627/risk.aspx

Substance Abuse Resilience Factors
http://www.health.org/govpubs/phd627/resfact.aspx

National Youth Violence Prevention Resource Center
http://www.safeyouth.org

Social Development Research Group
http://depts.washington.edu/sdrg/SDRG%20Pubs/DiffF.html

Once you have identified the specific data you will be collecting, you should find out what data already exists that is relevant to your needs assessment. One of the ways this can happen is by checking to see if previous assessments have been conducted within a reasonable period of time, usually no more than 3 to 5 years prior. This information might come from individuals, agencies or organizations who are, or aren't, a part of your group, such as the health department, the local schools, law enforcement or the planning department in your community. Taking the time to look into what already exists will save you time and energy and will not duplicate what has already been done.

Now thatyou have done the work to locate recent existing assessments, you will move your focus to the data you still need to collect.

What are the different methods for collecting the data we need?

Needs assessment data can be collected using a variety of methods. The next tool in this section provides an overview of the most common data collection methods, including:

1. Self-Administered Surveys
2. Observation
3. Face-to-Face Structured Interviews
4. Trend Data
5. Telephone Surveys
6. Record Review
7. Face-to-Face Interviews with Open-Ended Questions
8. Written Surveys with Open-Ended Questions
9. Participant Observation
10. Archival Research
11. Focus Groups        

When making a decision on how you will go about collecting your data, whether it is through the administration of surveys, holding focus groups or doing archival research, you may want to consider the answers to these questions:

1. How much time do we have to complete the collection process?
2. Do members of the Data Collection Team have experience with different methods of data collection?
3. Does your group want to focus on specific methods of data collection, e.g., archival data or surveys or a combination of methods?
4. Has the group been able to identify those who have contacts with, or the ability to access, different segments of the community to obtain the data that is needed?
   

The following tool gives an overview of data collection methods, including information on the:

1. Pros and cons
2. Costs
3. Time to complete
4. Response rate
5. Expertise needed
   

Common Data Collection Methods

Where will you find the data you need to collect?

Sources for your data will vary depending on the category of the indicators. A wide range of information is available and much of it can be found by searching the Internet. The following tables may help you to find and access data for your needs assessment.

Local Data Sources

When conducting an assessment, identifying and using existing sources of data can be extremely helpful, as well as time and cost effective. The best and often the easiest way to start a needs and resources assessment is to review existing data sources.  The first step in this process is to find out if local data is available.

Sample Sources of National, Regional and State Data

Local data is likely to be more effective as a means of mobilizing the community than similar data about state or national populations. Another advantage of local data is that searching for it may help you identify people who may become potential partners or resources in addressing the problem you are studying. Sometimes high quality local data is available; however, local data is not always collated efficiently and can be difficult or time-consuming to analyze. Also, local data is often more useful if it can be compared to data from other localities. Many programs find that their best bet is to review national, state, or regional data, which is widely available and offers a number of benefits. Often these large-scale data sets are available on the Internet or can be ordered at no or low cost by calling the sponsoring agency.

National or regional data can also give you a broad idea of the scope of the problem, even if your community may differ in certain respects. For example, if you look at national survey data on substance use in the last few years you might note a marked increase in marijuana use among youth. Chances are, then, that this trend is also true in your community.

National or state-level data can help put your local data in context. A comparison can help you ascertain whether the problem in your community is especially large, or about the same or less than it is elsewhere. Comparing your local data to larger populations can reveal a surprising variety of information that will help you evaluate your efforts.

Here are a few web sites with helpful information on data and indicators used for assessment:

www.sustainablemeasures.com 

www.aecf.org/kidscount/databook 

www.census.gov

Most state- and county-specific data can be accessed via your state's web site:

www.state.(type your state's postal abbreviation here).us

How will you organize and present all of the data you have collected?

Now that you have collected all of the relevant data, it is helpful to organize it in a way that is clearly and easily understood. Developing a user-friendly format will facilitate the interpretation, analysis and use of the data.

Grouping data by domain is one approach to organizing. Domains are spheres of activity or affiliation within which people live, work and socialize. Domains typically considered are: society, community, workplace, family, school, peer and self.

Another way to organize your data is by a common source. This would include sources like law enforcement, the health department, human services, the school district and government.

However you decide to organize your data, you will want to be sure that you have the local, county, state and, if possible, national data included. This will make your analysis more meaningful because it will provide some perspective on the local data that seems the most dramatic or compelling. This is best done, when appropriate and possible (meaning you have the data needed for comparison), by using rates rather than numbers, which can sometimes be misleading.
 

Here is some information about using rates:

Why do we use rates instead of numbers to present data?

1. The meaning of numbers is often only understood in relation to population figures.
2. Because of this, numbers may distort our understanding of problems.
   

What is a rate? A rate is a simple calculation that:

1. Relates a number to a relevant population figure
2. Then multiplies it by a large number to make it more interpretable.

Why do we do this?

1. Because rates allow us to make numeric comparisons between places and/or over time even when population figures are different.

How do you calculate a rate?

1. You need three pieces of information: the number (e.g., of juvenile arrests for vandalism), the population figure (local, county, state, national) and the per or base number you want to use to make the rate easy to interpret
2. The simple formula is:
   
   

       Number
   ___________     X per number (e.g. 10,000)
   
      Population
   

The Indicators: Source, Year, Number, Rate worksheet can help you organize your data.

Another aspect of data presentation is deciding on a user-friendly format. Graphs and tables are often helpful because they are easy to understand and interpret.

Here are a couple of examples:

When appropriate, including some narrative with the data may provide helpful information on the context of the data collected and will assist with interpretation and analysis.

Combining what you know intuitively with the facts about your community and presenting it in concise, user-friendly terms creates credibility and motivates community buy-in. This crucial step is the foundation for planning.

Ready to Move On?

Did the whole group:

1. Review different methods of data collection?
2. Form and train a data collection team?

Did the data collection team:

1. Develop a timeline and work plan for completing the data collection?
2. Determine specific data needed and possible sources?
3. Collect the data?
4. Organize the data in a user-friendly format?
   
   

Go to Stage 3 Table of Contents

Stage 3:  Assessment

Outcomes 4

Outcomes 4:  Areas of priority have been determined, and have been shared with key stakeholders.

Once you have completed the collection and organization of the data gathered for your community needs assessment, it is time to analyze the data and prioritize what should be addressed in your community.  

Why do we need to analyze the data we have collected?

1. Analysis of the data you have collected is essential because it will help you:
2. More clearly define the issue of concern
3. Determine your target population(s)
4. Determine areas of strength and areas of weakness
5. Determine your priorities for future action

Who should be involved in the analysis of the data?

Certainly, members of your group should be involved in analyzing the data collected, including the members of the data collection team who are or aren't a formal member of your group. Key community leaders, partners developed as a result of the assessment process, as well as individuals who have experience with assessment and the interpretation of data may also be able to contribute in meaningful ways. Including those who have some local expertise in the areas being analyzed may provide you with some valuable insights and information.

How do we conduct an analysis of the data?

As you begin the process of analyzing your data, start with a review of all the data you have gathered. Ask yourself:

1. Is the source for the data reliable and accountable?
2. Does any of the data appear to be unusually high or low?
3. Do I need to do any re-checking of the data for accuracy? 
4. Do I need to note any limitations of the data?
5. Is some of this data just too old to be useful or meaningful?

After reviewing all of the data you have collected and asking the questions listed above, it is now time to move deeper into the analysis. Here are some questions to use that will help you interpret what the data is saying about your specific area of concern and, possibly, other related areas:

1. Does anything stand out or seem surprising? Were you expecting the data to indicate something different? Are you surprised that the data seems to reflect certain items as average, low or high?
2. How doe your data compare to other similar communities and populations. How does it compare to state, national and/or tribal data.  Do you see any similarity in the trends? Can you break it down by different populations (e.g., race, gender, age, etc.) and make a comparison?
3. Does it appear that there has been a change over time? If so, does the change reflect an increase or decrease? Has it been a recent change or can you see a long-term trend? Can you think of anything in the community's environment or any change in the population or culture that needs to be considered in context with the data? For example, DUI (driving under the influence) arrests could increase due to new funding received for increased law enforcement. Another example could be schools changing their reporting criteria of incidences of bullying and violence, etc., to ensure continued receipt of state and federal funding.
4. What community strengths and risks can be identified from this data?
   Are you getting a picture of what the data reflects?
5. What conclusions can you draw? What questions remain to be answered?
6. Can you answer the question "Should this factor be a priority?" and provide an explanation for your conclusion?

This kind of data review can be difficult for a large group to work through. Dividing the larger group into smaller groups, with each small group focusing on a portion of the data, can be more efficient and less overwhelming. All participants would then come back together as a large group to share their understanding and analysis of the data.

Here is a worksheet you can use to help with the analysis of your data. It has the same questions as those presented above.

Data Interpretation Worksheet

Based on your analysis of the data, can you answer the following questions? The answers will help you prioritize your areas of concern.

1. What areas of concern are most predominant? 
2. At what ages or stages of development are our youth most vulnerable?
3. Are there several areas of concern and/or factors that group naturally together which may be simultaneously addressed (e.g., school bonding, attendance, involvement, etc.)?
4. What area(s) of concern will you address first? While reviewing the above considerations, consider the following:
5. Is our community's level of readiness such that it will support focusing on this issue(s)?
6. Does our community's workforce have the capacity to address this issue(s)?
7. Do we have the financial resources to make an impact?
8. Can our community sustain the effort over the long term?
9. Can we realistically make a difference? (For example, while poverty is often an issue identified with many problem behaviors and situations, it may be more realistic to select a more manageable area of concern.  Ideally, your selected area(s) of concern will have a long-term impact on the bigger and more complex issues—such as poverty).

Selecting Our Community Priorities is a worksheet you can use to guide you in deciding priority area(s) of focus.

Who needs to know about the data analysis and selection of priority areas of concern?

Communication with the community is always important, but where do you begin with sharing the results of your data analysis and selection of priority areas? Who needs to know about your work? A good place to start, at this point in the process, is with key community stakeholders who have not yet been involved. Then you may want to consider some presentations to different groups, agencies or programs. This kind of sharing and engagement can develop into ongoing support for your prevention work. It can also be an opportunity to get valuable feedback on how the data is presented and to answer questions about the accuracy, credibility and meaning of the data. Soliciting this feedback can foster an atmosphere of openness and trust.

Ready to Move On?

Did the data collection team:

1. Present its findings to the whole group?

Did the whole group:

1. Analyze the data?
2. Choose areas of priority?
3. Inform key stakeholders of the priority areas?

Go to Stage 3 Table of Contents

Stage 3:  Assessment

Outcomes 5

Outcome 5:  An inventory of current community resources has been completed.

Now that you have collected, organized, analyzed and prioritized your needs assessment data, it is time to begin conducting your inventory of community resources. This is the other piece of your overall assessment process that will provide a more complete picture of the community.

What is an inventory of community resources?

An inventory of community resources is another aspect of your overall community assessment. It is the process you use to collect information about services and programs currently in existence in your community, region and/or state that are relevant to your priority area(s) of focus.

Assessing your resources will help you to answer the question, What is being done in the community to address our priority area(s) of focus?

Why is it important to conduct an inventory of community resources?

The inventory of resources will help to ensure that you:

1. Avoid duplication of services and programs already present in the community.
2. Are able to identify resource gaps related to your priority area of focus.
3. Have a more complete picture of your capacity to move ahead with your prevention work.
4. Identify additional stakeholders and potential partners or collaborators to join you in your efforts to mobilize the community for prevention.
5. Direct the use of your resources where they will have the most impact.

What steps need to be taken to conduct our inventory of resources?

Similar to the needs assessment, the following steps provide a general outline you can follow to conduct your community inventory of resources successfully:

1. Determine who will be involved in the resource inventory process.
2. Decide what types of resource information you will be collecting specific to your priority area(s) of focus.
3. Review the resource information that is already available.
4. Determine how you will collect the additional resource information you need.
5. Identify who will collect the information.
6. Decide how you will organize and analyze the information.
7. Determine how you will report the findings to the community.

Who should be involved in conducting the inventory of community resources?

Again, as with the needs assessment, members of your group, along with other members of your community, need to be identified and recruited to participate in this inventory. This may include interested stakeholders and members of other community groups, organizations or agencies. At the very least, diverse representation from the different segments of the community should be addressed, especially regarding those who will be the focus of your prevention work.

Forming a Resource Inventory Team

Once you have identified potential members of your resource inventory team, contact each one to determine if they wish to be involved. When the team members have been determined, call a meeting to discuss and clarify the:

1. inventory process (purpose, scope, timeline, etc.),
2. responsibilities of the team as a whole,
3. skills and interests of each person, and
4. role of each team member.

What types and categories of information will be collected for the inventory of community resources?

It is important to keep the collection of resource information to a reasonable size or it can easily get out of control! One way of doing this is to make sure that what you collect is relevant to, or addresses in some way, your identified priority area(s) of focus.

When conducting your inventory of resources, don't forget to consider relevant state and/or county agencies, and smaller, community-based resources.

Where do you find the resource information you need to collect?

There are many sources from which you can get information on existing programs and services in your community, such as:

1. Schools
2. Faith Community
3. Health Facilities
4. Youth Clubs/Programs
5. Businesses
6. Telephone Directory
7. Law Enforcement Agencies
8. Resource Directories
9. Neighborhood Groups
10. Directories of City/County Services
11. Parent Groups
12. Key Informants
13. Recreational Facilities and/or Clubs

What is the best way to get the information you need?

There are several options for how to collect the information you need on resources. These include:

1. Conduct a personal interview.
2. Mail resource inventories to identified respondents.
3. Gather the information over the phone.
4. Hold focus groups with service providers, program directors, etc.  

Here is a sample of a resource assessment inventory for collecting information on your resources. It is based on the risk and protective factors approach, but can be revised to work with other approaches as well. It can also be shortened if needed. A definition sheet is provided to assist you in completing the inventory.

	Resource Inventory Worksheet
	Resource Inventory Definition Sheet

However you decide to go about collecting resource information, it is helpful to be clear on what, who, how, when and where that information will be collected. Putting together an action plan that guides your collection efforts will provide assistance for everyone involved in the process.

Here is a planning sheet you can use to organize and track your progress.

Action Plan for Conducting Our Inventory of Community Resources

Keep in mind that the process of completing your resource inventory provides a great opportunity for educating others about what your group is doing and why!

Ready to Move On?

Did the whole group:

1. Form and train a resource inventory team to identify existing resources related to the priority areas?
   

Did the resource inventory team:

1. Develop a timeline and work plan for completing the resource inventory?
2. Identify existing resources related to the priority areas?
3. Organize the resource information in a user-friendly format?

Go to Stage 3 Table of Contents

Stage 3:  Assessment

Outcome 6

Outcome 6:  Resource gaps and needs have been identified.

Now is the time to do an analysis of the resource information that has been collected. This step is necessary because:

1. It identifies what resources related to your priority area of focus are already in place.
2. It will clarify what additional resources are needed.
3. It will give you a more complete picture of your capacity to move forward with your prevention work.
   

Before you begin the identification of your resource gaps and needs, make sure members of the Resource Inventory Team, members of your group and any other community members who may contribute in meaningful ways to this step in the assessment process have been invited to participate.

Just as you used a group process for analyzing and prioritizing your needs assessment data, you may want to use a group process here as well. Your Resource Inventory Team probably collected a large amount of information that can easily become overwhelming for the larger group to review and discuss.

Here is a process you might use to identify your resource gaps and needs:

1. If you have used a form or survey for collecting the resource information, start by grouping your information by types of resources or by the location where the resources are accessed, such as in the school setting or out in the community.
    
2. Next, divide the large group of participants into smaller groups with each one given a certain amount of resource information to review and discuss. (This can save time, be more efficient and encourage greater input from all the participants.) Be sure to put the people with knowledge about certain types of resources with the corresponding resource information to review. Have each small group consider this question as a part of their discussion: 

   
   Based on our current resources and the resource gaps and needs identified, do we need to consider finding additional resources or can we build on what we already have?

3. After all the small groups have finished their work, bring everyone back together as a large group. Have each small group share their findings and the results of their discussion related to resource strengths and resource challenges related to the priority area(s) of focus.
4. Finally, as a whole group, decide on what you consider to be the most important resource areas you will address through the implementation of your prevention plan. (You will have to prioritize if you have a large number of areas.) Think about where you will be the most effective and where you will achieve the most success. Using a process like this (or another one that will work better for your group) provides participants in the large and small groups the opportunity to share additional and helpful information on the resources identified through the inventory.
   
   Here is a tool you can use to help move through this process.

Identifying Areas of Strength and Challenge in Our Resources

Identifying resource gaps and challenges balances your assessment process and builds on your ability be strategic about planning for change.

Are you ready to move on?

Did the resource inventory team:

1. Present its findings to the whole group?
   

Did the whole group:

1. Determine the gaps and needs related to the priority areas?

Go to Stage 3 Table of Contents

Stage 3:  Assessment

Outcome 7

Outcome 7:  A comprehensive, user-friendly document organizing all assessment information has been completed.

It is always helpful to have the results of your community assessment summarized in a written report. The following components should be considered as you put together your final assessment document:

1. Information on the individuals and/or organizations who participated in the assessment process.
2. The purpose of the community assessment, including your vision statement.
3. A description of your community.
4. An executive summary or highlights of the assessment.
5. A description of the assessment process; how the needs data and resource information was gathered, organized and analyzed.
6. A summary of the assessment.
7. Identified priorities and recommendations for future action.
8. Information about your group and how to become involved.

Keep in mind as you put together your assessment document that it will be used by your group as you move into the next stage of mobilization, Planning, as well as by other members of the community. So keeping it user-friendly is important.

Ready to Move On?

Did you include the:

1. Community description?
2. Vision statement?
3. Membership list with contact information?
4. Data on priority areas?
5. Inventory of existing resources?
6. Resource gaps and needs identified by the group?

Go to Stage 3 Table of Contents

COMMENTARY

Stage 3:  Assessment

Outcome 8

Outcome 8:  Results of the community assessment have been shared with the community.

Now that you have completed your assessment work for this stage of mobilization, it is important to share with your community the results of your efforts. A good place to start might be with the community stakeholders who are not a part of your group or those who did not participate in the assessment process in some way. This can help to create buy-in to your prevention efforts, as well as provide an opportunity for them to take the results and share them with others who fall within their spheres of influence.

Presenting the information to the larger community is also recommended. A practical way to accomplish this is to hold a community meeting or event, where all residents have the opportunity to learn about your findings, to ask questions and give feedback and to find out how to get involved.

As you think about the best way to share the results of the assessment with others, it might be helpful to review and discuss the stages of community readiness and to explore how you can use this opportunity to educate and involve others in mobilizing for prevention.

Here are two tools you can use to help you plan for a community meeting or event.

	Planning for a Community Event
	Meeting Preparation Checklist

Things to remember when presenting the results of your community assessment:

1. Keep the content of your presentation simple and straightforward (user-friendly).
2. Use some graphic illustrations of your data, such as tables, graphs and charts, to keep it interesting.
3. Be sure that your "audience" understands the purpose of the assessment and how the results will be used for future planning.
4. Be prepared to answer questions related to interpretation of the data, including comparisons with county, state and national data, if possible.

As noted in Vision to Action (Green et al., 2001, pp. 75-76) [bold added]:

Sharing results from any assessment activity is critically important. The following questions might be useful in thinking through a strategy for sharing information:

What information is useful to the audience?

For example, elected officials might want a level of detail that the general public won't want. When writing an article for the newspaper, consider linking the project to current issues in the community so that the topic is timely and relevant.

How should information be shared?

Consider creating summaries for publications that are available widely, through a newspaper series or a newspaper insert; creating a presentation that steering committee members use for speaking engagements; volunteering for the local radio call-in talk show; creating articles for newsletters; making up posters to display in public places – anything that provides information about what was learned through the assessment and how that information will be used in decision making. Each person should have written talking points that accurately outline the most important messages.

Who will answer questions?

One person or organization needs to be available to answer questions. It's very helpful if an organization will host this information clearinghouse, so that someone is ready with answers or with the appropriate contact.

What will be suggested as follow-up?

Specific action steps, outlined by the steering committee, should be presented at every opportunity.

Can something more be built from this effort?

Once there is attention for the assessment information, use it to talk about follow-up. Suggest a process for next steps. Describe ways that people can become involved. Make it easy for people to step in a little bit and they might find themselves fully immersed in a great project.

Sharing Assessment Results provides a copy of the preceding information as a tool for you to download.

The following tool can be used with the Sharing Assessment Results tool to help plan for how you will share the results of your community assessment with the community.

Planning to Share the Results of Our Community Assessment

Keep in mind that even though key stakeholders and community leaders may want a full copy of your assessment document, not everyone needs this much information!  In order to avoid people being overwhelmed with the results of all your work, a summary of highlights or key points may be all you need to present to other members of the community.  In fact, a summary of highlights may be a better tool because it will be easier for stakeholders to share with others to garner their support.

Ready to Move On?

Did you:

1. Inform key stakeholders of the community assessment results?
2. Develop a plan of action for sharing the results of the assessment based on the community's level of readiness?
3. Distribute copies of your assessment results document to community members and/or groups identified in your plan of action?

References

Green, G.P., T.O. Borich, R.D. Cole, D.L. Darling, C. Hancock, S.H. Huntington, M.S. Leuci, B. McMaster, D.B. Patton, F. Schmidt, A.H. Silvis, R. Steinberg, D. Teel, J. Wade, N. Walzer, and J. Stewart. (2001). Vision to action: Take charge too. (RRD182). Ames, IA: North Central Regional Center for Rural Development. Retrieved September 19, 2003, from http://www.ag.iastate.edu/centers/rdev/takecharge/curriculum/visiontoactionbook.pdf

Go to Stage 3 Table of Contents

Stage 3:  Assessment

Self Check List

Use the self-check below to assess progress through this stage of the mobilization process.

Outcome 1: Prevention and social change theories have been reviewed, and an approach has been selected.

Did you:

1. Review social change theories?
2. Review effective and proven models/approaches to prevention?
3. Select a prevention approach (e.g., Risk and Protective Factors, Resiliency)?

Outcome 2: The process of defining the parameters of the community has been completed.

Did you:

1. Review the previously identified key characteristics of the community?
2. Discuss the potential geographic boundaries of the community?
3. Determine the parameters of the community to be assessed?

Outcome 3: Identification, collection and organization of relevant needs assessment data have been completed.

Did the whole group:

1. Review different methods of data collection?
2. Form and train a data collection team?

Did the data collection team:

1. Develop a timeline and work plan for completing the data collection?
2. Determine specific data needed and possible sources?
3. Collect the data?
4. Organize the data in a user-friendly format?

Outcome 4: Areas of priority have been determined, and have been shared with key stakeholders.

Did the data collection team:

1. Present its findings to the whole group?

Did the whole group:

1. Interpret the data?
2. Choose areas of priority?
3. Inform key stakeholders of the priority areas?

Outcome 5: An inventory of current community resources has been completed.

Did the whole group:

1. Form and train a resource inventory team to identify existing resources related to the priority areas?

Did the resource inventory team:

1. Develop a timeline and work plan for completing the resource inventory?
2. Identify existing resources related to the priority areas?
3. Organize the resource information in a user-friendly format?

Outcome 6: Resource gaps and needs have been identified.

Did the resource inventory team:

1. Present its findings to the whole group?

Did the whole group:

1. Determine the gaps and needs related to the priority areas?

Outcome 7: A comprehensive, user-friendly document organizing all assessment information has been completed.

Did you include the:

1. Community description?
2. Vision statement?
3. Membership list with contact information?
4. Data on priority areas?
5. Inventory of existing resources?
6. Resource gaps and needs identified by the group?

Outcome 8: Results of the community assessment have been shared with the community.

Did you:

1. Inform key stakeholders of the community assessment results?
2. Develop a plan of action for sharing the results of the assessment based on the community's level of readiness?
3. Distribute copies of your assessment results document to community members and/or groups identified in your plan of action?

Go to Stage 3 Table of Contents

Stage 3:  Assessment

Share Your Assessment Story

Everyone has a story.

See how your story could help other communities.

So much can be learned from the experiences of others—both the successes and the challenges. We have included this section called Stories for each stage of the mobilization process. In it you will see real stories from real communities—maybe even your own. Have you had success or perhaps faced a challenge that could inform or even inspire others? Are you willing to share your valuable experience and insights? If so, we would like to share your experience with our online community.

Send us a brief description (approximately 200 to 600 words) of your group's experience, indicating the stage of mobilization at the top, along with your name, organization and location as you would like it to be listed. Please include a mailing address, phone number and e-mail address (optional) where you can be reached if we have questions or need more information.

You can help other communities facing the challenges of mobilizing for prevention. Send your story today!

Send or e-mail your stories to:
Joan Liebman, Colorado State Liaison
c/o Brenda Powell
CSAP's Southwest Center for the
  Application of Prevention Technologies
The University of Oklahoma
555 E. Constitution Avenue
Suite 219
Norman, OK 73072
E-mail:  Joanie Liebman

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Stage 3:  Assessment

Writing Your Community Description

When writing your community description, be sure to include general information on the following:

1. Geographic boundaries and size
2. School district boundaries
3. Recreation district boundaries
4. Governmental boundaries
5. Community location – county, relationship to nearby communities and/or unincorporated areas
6. Physical environment – climate, geography
7. Business district(s), neighborhoods, transportation
8. Demographic information – population, age distribution, gender, racial/ethnic composition, education levels
9. Economic information – unemployment, poverty level, per capita income
   
   

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Stage 3:  Assessment

Parameters and Considerations

Parameters and Considerations:

Questions for Our Community

The following questions can be used to help you define your community:

1. Will the scope of your prevention efforts be within a manageable geographic area?
   
2. Will the people you hope to work with consider themselves a part of the community as you have defined it?
   
3. Is the population in the designated community transient or stable?
   
4. Will the members of the community you have defined agree on the values and social norms you have identified?
   
5. Do you have a grasp of how decision-making takes place in the community?
   
6. Do you understand the history of the community concerning previous prevention efforts, if any?
   
7. Will different ethnic/cultural groups be willing to work with each other and you to accomplish your mission?

This tool authored by:Bethany Thomas, OMNI, Denver, CO, and
Joan Liebman, CSAP's Southwest Center for the Application of Prevention Technologies,
College of Continuing Education, The University of Oklahoma, Norman, OK, 2003.

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Stage 3:  Assessment

Forming A Data Collection Team

Forming a Data Collection Team

As a group, brainstorm a list of people who will serve as your data collection team. Consider the following questions:

1. Who are the professionals with expertise on the issue or concern you are addressing?
2. What groups, organizations and/or agencies have a common interest in your issue or concern and would benefit from collecting or having access to information and data?
3. Who might be a future partner with you as a result of participating in the community assessment process?
4. Who will be affected by the changes you intend to bring about in the community?
5. Who has had some previous experience with collection and/or analysis of data?
6. Who has expressed an interest in participating in the assessment process?

This tool authored by: Bethany Thomas, OMNI, Denver, CO, 2003

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Stage 3:  Assessment

Indicators: Source, Year, Number, Rate

The Indicators: Source, Year, Number, Rate worksheet can help you organize your data.

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Stage 3: Assessment

Data Interpretation Worksheet

Data Interpetation Worksheet

Here are some questions to use that will help you interpret what the data is saying about your specific area of concern and, possibly, other related areas:

1. Does anything stand out or seem surprising? Were you expecting the data to indicate something different? Are you surprised that the data seems to reflect certain items as average, low or high? How does your data compare to other similar communities and populations. How does it compare to state, national and/or tribal data. Do you see any similarity in the trends? Can you break it down by different populations (e.g., race, gender, age, etc.) and make a comparison?
2. 
   Does it appear that there has been a change over time? If so, does the change reflect an increase or decrease? Has it been a recent change or can you see a long-term trend? Can you think of anything in the community's environment or any change in the population or culture that needs to be considered in context with the data? For example, DUI (driving under the influence) arrests could increase due to new funding received for increased law enforcement. Another example could be schools changing their reporting criteria of incidences of bullying and violence, etc., to ensure continued receipt of state and federal funding.
3. What community strengths and risks can be identified from this data?
4. Are you getting a picture of what the data reflects?
5. What conclusions can you draw?
6. What questions remain to be answered?
7. Can you answer the question "Should this factor be a priority?" and provide an explanation for your conclusion?

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Stage 3:  Assessment

Forming A Resource Inventory Team

1. Who are the professionals with expertise on the issue or concern you are addressing?
2. What groups, organizations and/or agencies have a common interest in your issue or concern and would benefit from collecting or having access to resource information?
3. Who might be a future partner with you as a result of participating in the community resource inventory process?
4. Who will be affected by the changes you intend to bring about in the community?
5. Who has had some previous experience with collection of resource information?
6. Who has expressed an interest in participating in the assessment process?
7. Who might be available to facilitate access to different sources of information from different segments of the community?
   

This tool authored by:  Bethany Thomas, OMNI, Denver, CO, 2003.