competencies for the youth substance use prevention workforce · by the focus groups fit better in...

Competenciesfor the Youth Substance Use Prevention Workforce

PREVENTION WORKFORCECOMPETENCIES REPORT

CCSA extends permission to organizations that wish to reproduce, modify, translate or adapt the

Competencies. Any adaptation must acknowledge CCSA and the Competencies for Canada’s for the

Youth Substance Use Prevention Workforce as its source. Please use the Application for Copyright

Permission to tell us about your adaptation and provide us a copy of it. Your adaptation will inform future

revisions of the Competencies.

Suggested citation: Canadian Centre on Substance Abuse. (2015). Competencies for the youth substance

use prevention workforce: Prevention workforce competencies report. Ottawa, Ont.: Canadian Centre on

Substance Abuse.

This is a living document, which CCSA may revise and update to reflect the latest evidence and research.

© Canadian Centre on Substance Abuse, 2015

CCSA, 75 Albert St., Suite 500Ottawa, ON K1P 5E7

Tel.: 613-235-4048

This documents can also be downloaded as a PDF at www.ccsa.ca

Ce document est également disponible en français sous le titre : Compétences pour les intervenants en prévention

de la consommation de substances chez les jeunes

ISBN 978-1-77178-258-6

TABLE OF CONTENTS

PREVENTION WORKFORCE COMPETENCIES REPORT

PURPOSEMETHODS

PRINCIPLESCOMPETENCY DESCRIPTIONS

PROFICIENCY LEVELSFOUNDATION COMPETENCIES

LINK BETWEEN HEALTH PROMOTION, SUBSTANCE USE PREVENTION AND HARM REDUCTION

GLOSSARY OF KEY TERMS

COMPETENCIES WITH DESCRIPTIONS AND SAMPLE BEHAVIOUR INDICATORS

APPENDIX: THE STORIES

1

3

4

5

7

8

25

ACKNOWLEDGEMENTS

CCSA activities and products are made possible through a financial contribution from Health Canada. The views of CCSA do not necessarily represent the

views of the Government of Canada.

The Canadian Centre on Substance Abuse (CCSA) gratefully acknowledges the significant contributions

and support received from people working in the prevention field who participated in focus groups

across Canada. They helped particularly to validate and revise the draft competencies.

CCSA especially thanks all its partners and the youth-based organizations who so graciously allowed and encouraged staff to participate in the focus groups. The research means nothing if the end result is not

meaningful to the people for whom it is intended and CCSA could not produce a meaningful report without

the input from the focus groups.

CCSA also thanks the directors and frontline staff who participated in the preliminary consultations in January

to March 2014. The guidance from these meetings was invaluable in drafting the competencies.

The extra support that CCSA received from prevention and health promotion staff in Nova Scotia Health’s

Addiction and Mental Health Services, during both the drafting process and finalizing process, has resulted in a

more substantive report than otherwise would have been produced. Thank you!

1

Competencies for the Youth Substance Use Prevention Workforce YOUTH SUBSTANCE USE COMPETENCIES REPORT

© Canadian Centre on Substance Abuse, 2015 Competencies for Canada’s Substance Abuse Workforce

8. Early and Brief Intervention, Harm Minimization and Referral

9. Media Savvy

10. Personal and Professional Development

11. Teamwork and Leadership

The Competencies can be used to create and improve HR practices such as:

• Job descriptions and job profiles

• Questions to use when interviewing candidates for positions

• Performance management tools to use when conducting employee annual appraisals

METHODSTo prepare for creating the competencies described in this report, CCSA performed a literature review in 2013 to identify and compare relevant competency frameworks. Of 26 frameworks reviewed, six were deemed relevant because of their focus on youth health promotion and substance use prevention. From these frameworks, CCSA identified 21 competencies that we then grouped and reduced to 14 proposed competencies.

Subsequently, CCSA hosted three preliminary meetings with organizations across Canada focused on prevention and health promotion to guide development of the draft competencies. The first was a director-level consultation in January 2014 and the other two were focus groups of frontline prevention staff in March 2014.

PURPOSE Research indicates that working with youth to prevent substance use requires specialized focus on issues, needs, considerations and approaches. What works with adults does not necessarily work with youth. Further, important prevention work actually happens upstream, at the community level, by establishing and supporting initiatives and activities that help to create flourishing communities and environments where youth can thrive and be engaged.1

Those working with youth in substance use prevention face challenges such as knowledge gaps, inconsistencies in recommended evidence and practice, a lack of understanding and support surrounding successful youth engagement, and a lack of common terminology and language.

As a result, the Canadian Centre on Substance Abuse (CCSA) set out to determine the competencies needed to work effectively with youth, from community health to minimizing harm, to prevent substance use. The overall goal is to raise the quality and increase the consistency of prevention efforts across Canada.

The validated key competencies for the workforce focused on youth substance use prevention are:

1. Child and Youth Development

2. Health Promotion and Prevention Knowledge

3. Substances and Substance Use

4. Advocacy

5. Building and Sustaining Relationships

6. Community Engagement and Partnership Building

7. Comprehensive Planning, Implementation and Evaluation

1 In the prevention arena, the work is described in terms of initiatives and activities, not programs and services, which describe work in treatment.

© Canadian Centre on Substance Abuse, 2015 Competencies for the Youth Substance Use Prevention Workforce

2

Prevention Workforce Competencies Report METHODS

Directors from provincial ministries of health and senior staff from national not-for-profit organizations that focus on youth were asked to participate in the January consultation. The purpose of the director-level consultation was to obtain input on:

• Relevant principles for effective youth substance use prevention

• An appropriate framework for these competencies

• Applicability of the existing Behavioural Competencies Report2

• Working from the proposed 14, a preliminary identification of pertinent competencies

The directors emphasized that the prevention paradigm is very different from a clinical or treatment perspective. For the new set of competencies to be seen as credible, the language throughout must reflect the paradigm and the language of prevention. Nuance matters.

CCSA asked each person at the director-level consultation to identify an appropriate frontline staff person to participate in a focus group in March. Two one-day focus groups were held, one for eastern Canada and one for western Canada. Starting with feedback from the director-level consultation, the purpose of frontline focus groups was to obtain input on:

• Relevant principles for effective youth substance use prevention

• Identification, including extensive discussion, of pertinent competencies

The two focus groups reduced the number of competencies to 12. In addition to supplying the input sought by CCSA, the focus group participants provided stories that illustrate their work in the prevention field; some recounted stories about particular youth and others amalgamated stories about several youth. The stories, found in Appendix A, highlight a number of key characteristics about the prevention paradigm, primarily that “it’s not about the drugs, it’s about the relationships” with the youth. The other key characteristics were:

• Recognizing and dealing with the cultural dimensions of prevention initiatives is essential

• It is critical to involve youth in initiative and policy planning

• Credibility is linked to language

• Prevention is a process that takes time and patience

The feedback from the preliminary meetings provided guidance for the research company specializing in competencies with which CCSA contracted to develop draft competencies. They were ready in the fall of 2014, at which point CCSA began hosting a series of 10 focus groups across Canada to validate and revise the draft competencies. Participants included both staff from provincial ministries of health and related organizations, such as the Addiction Foundation of Manitoba and the Centre for Addiction and Mental Health, and staff from youth-focused organizations.

Drawing on their knowledge and experience, participants at the preliminary meetings identified principles that need to drive substance use prevention activities and initiatives for youth. Participants in the validation focus groups further refined the principles.

In-person focus groups, one day in length, were held in Ottawa, Toronto, Winnipeg, Calgary, Vancouver, Montreal and Halifax. Online focus groups, a half-day in length, were held for Nunavut, Northwest Territories and Yukon. A total of 72 participants provided input on the draft competencies and principles.

In compiling the input from the focus groups, it became apparent that one competency was actually almost a job description because the behaviour indicators provided by the focus groups fit better in other competencies. As a result, those behaviour indicators have been added to the appropriate competencies, leaving 11 competencies.

An example of how to incorporate behaviour indicators in a job description for prevention outreach workers will be published in 2015, along with a similar example focusing on community health promotion. Organizations can compare the similarities and differences between these and their staff job descriptions and identify where they want to increase their focus and efforts, taking into account the organization’s mandate and the clients’ needs.

2 Section 1, Behavioural Competencies Report, Competencies for Canada’s Substance Abuse Workforce (Ottawa: CCSA, 2014).


3

Prevention Workforce Competencies Report PRINCIPLES/COMPETENCY DESCRIPTIONS

5. When adapted (as is often required to ensure cultural and geographic suitability) from pre-existing, proven, evidence-informed programs, stay true to the key concepts and fact-based information conveyed through the pre-existing program or initiative.

6. Leverage engagement with youth to encourage reciprocal learning, so that youth and prevention workers learn from each other. Support youth and strengthen the community by taking positive action, thus increasing protective and reducing risk factors.

7. Must be strategically delivered prior to key points in adolescent development where evidence shows that substance use challenges are most likely to be encountered, and should be ongoing.

8. Adhere to and reflect existing up-to-date policies and best practices for health promotion and preventing youth substance use.

9. Operate with sustained funding for a sustained period, continuously build capacity, and measure, monitor, evaluate, report results and respond to feedback.

… a key factor contributing to Rosie’s success … is helping youth realize they have power and control over their decisions. (For the whole story, turn to the appendix.)

COMPETENCY DESCRIPTIONSCompetencies are the specific, measurable skills, knowledge and values needed to perform effectively in a particular function or role.3 Both Technical and Behavioural Competencies are included in this report, reflecting an integrated approach consistent with youth substance use prevention. The approach starts from a community-wide health perspective and moves along a continuum to an individual perspective of reducing harm.

PRINCIPLESThese principles were created and refined by participants in the focus groups that helped to forge the Competencies for the Youth Use Prevention Workforce.

Overarching PrincipleThe most effective youth substance use prevention activities and initiatives feature a holistic, integrated, empathetic, respectful, flexible and strength-based approach informed by evidence about what works. They are youth-driven (recognizing that some community or population health initiatives might not be driven solely by youth), fostering the development and maintenance of positive, collaborative relationships among youth and the community of those who care for and about them. These over-arching principles contribute to building a fluid network of community partnerships, all of which support the more specific principles below.

Specific Youth Substance Use Prevention PrinciplesEffective youth substance use prevention activities and initiatives:

1. Use a comprehensive approach to deliver multi-tiered and coordinated prevention activities and initiatives to individuals, families, schools and communities, including system-level population health initiatives such as public policy development.

2. Ensure that those who deliver prevention activities have the appropriate aptitude, commitment, flexibility, knowledge, training, skills and support to do so effectively, and thus build and sustain relationships and serve as role-models for youth.

3. Empower youth by engaging them in thought-provoking, meaningful, age-appropriate interactive activities; integrate youth ideas and voices in planning and implementing policies, initiatives and activities; and provide the training and opportunities required so youth can function effectively as advocates, leaders and peer mentors.

4. Are developmentally appropriate and responsive to the social determinants of health as identified through an assessment of specific populations.

3 Section VII, Technical Competencies Report, Competencies for Canada’s Substance Abuse Workforce (Ottawa: CCSA, 2014). In its other competency documents, CCSA has referred to definitions for each of the competencies. These definitions are more accurately characterized as descriptions of what the competency encompasses. As a result, the explanation that accompanies the title of each competency in this report is referred to as the competency description.


4

Prevention Workforce Competencies Report PROFICIENCY LEVELS / FOUNDATION COMPETENCIES

PROFICIENCY LEVELSEach competency has four levels of proficiency and includes sample behaviour indicators for each level of proficiency:

Level 1, Introductory: A person at this level demonstrates basic knowledge and ability, and can apply the competency, with guidance, in common situations that present no or limited difficulties. Typically, Level 1 is applicable to individuals new to the field or who have just finished a related educational program.

Level 2, Developing: A person at this level demonstrates sound knowledge and ability, and can apply the competency, with minimal or no guidance, in the full range of typical situations. This person likely requires guidance to handle novel or more complex situations. Typically, Level 2 is applicable to individuals with a few years’ experience working with youth to prevent substance use.

Level 3, Intermediate: A person at this level demonstrates in-depth knowledge and ability, and can apply the competency, consistently and effectively, in complex and challenging situations and settings. This person guides other professionals. Typically, Level 3 is applicable to significantly more experienced staff who are expected to model required and desirable behaviours for, and to support and guide, less-experienced colleagues.

Level 4, Advanced: A person at this level demonstrates expert knowledge and ability, and can apply the competency in the most complex situations. This person develops or facilitates new practices, programs or initiatives, and policies. He or she is recognized as an expert, both inside and outside the organization. Typically, this is a very experienced, senior staff person (possibly the executive director) whose role includes both oversight of the organization and collaboration with other organizations to bring about system change.

The distinctions between levels are no doubt more evident in a larger organization with multiple staff than they are in smaller organizations with few staff. In smaller organizations, levels 1 and 2 likely merge to some extent.

In each proficiency level, there are examples of behaviours — called behaviour indicators (BIs) — that a supervisor or manager can expect to see exhibited by a person working at that level of proficiency. It is not possible to record all possible

BIs, so these are examples only. However, according to the focus group participants, the examples represent the most significant behaviours. In essence, the proficiency level is a snapshot that illustrates the anticipated autonomy and responsibility for a person at that level.

It is very important to note that the behaviours are cumulative; for example: a person working at level 3 proficiency in a particular competency has mastered the behaviours expected for levels 1 and 2 staff. Also, a staff person can be at different levels of proficiency for different competencies and still be fully competent to carry out their responsibilities.

It is equally important to note that the BIs should be read down the proficiency level column and not across from level to level for two reasons: first, given the quantity of BIs, it is not possible to keep each competency at a reasonable size if every BI were to be expanded upon across the levels; second, as staff gain experience, the complexity of their work increases as does the types of work they perform.

We decided to illustrate BIs that are important for each level of proficiency. Organizations desiring a progression of complexity for certain BIs have the ability to create the additional BIs, using the knowledge and techniques provided in this report. Organizations that wish to create BIs related to the work their staff undertake can use the existing BIs as a guide or template for creating others.

Some BIs could fit equally well in a different competency. This fact reflects the connectedness of the competencies one to another; the competencies are linked together.

FOUNDATION COMPETENCIESThe focus groups agreed that three of the competencies are critical to provide a foundation for the others: Child and Youth Development; Substances and Substance Use; and Health Promotion and Prevention Knowledge. These competencies are listed first and the rest are in alphabetical order. Except for the group of three foundation competencies, there is no order of relative importance for the competencies.

In all the competencies, some common terminology was used to simplify the BIs. For example:

• “Collaborates” incorporates, among other things, sharing the workload, contributing meaningfully, seeking to understand others’ perspectives and being willing to make reasonable compromises to achieve shared goals.


5

Prevention Workforce Competencies Report LINK BETWEEN HEALTH PROMOTION, SUBSTANCE USE PREVENTION AND HARM REDUCTION

• “Shows respect” incorporates, among other things, being courteous, treating others fairly and with dignity, being considerate of them, and listening attentively and with an open mind even in a disagreement or lively discussion.

• “Self-care” incorporates efforts to increase good health (mental, physical, social and spiritual), to reduce stress, and to prevent trauma, fatigue and burn-out.

LINK BETWEEN HEALTH PROMOTION, SUBSTANCE USE PREVENTION AND HARM REDUCTION Health promotion work applies across the continuum of substance use prevention and treatment. Treatment occurs at the individual end of the continuum where substance abuse is established. It includes treatment, relapse prevention and skills-building (or health promotion) groups. Population health promotion occurs at the population end of the continuum where interventions are aimed at whole communities. Prevention efforts occur across the continuum to prevent and reduce substance use and related problem behaviours.4

Primordial interventions focus on improving foundational socioeconomic structures (e.g., reduce poverty and increase food security, education, housing and access to parks and recreation). Primary interventions strengthen whole communities, and are broad and wide reaching (e.g., smoke-free public places, minimum drinking age, school-board substance use policies, social and emotional learning implemented across elementary schools). Secondary interventions focus on specific at-risk populations (e.g., youth, LGBTSQ,5 women, First Nations) to enhance long-term protective factors and reduce risk. Tertiary interventions are aimed at individuals and groups with already established substance use, and focus on treatment and relapse prevention.

4 Stronger Together: Canadian Standards for Community-based Youth Substance Abuse Prevention (Ottawa: CCSA, 2010) is a complementary resource for health promotion. It is one of three documents in the CCSA’s Portfolio of Canadian Standards for Youth Substance Abuse Prevention.

5 LGBTSQ is the acronym for Lesbian, Gay, Bisexual, Transgendered, Two-Spirited and Questioning. LGBT (Lesbian, Gay, Bisexual, Transgendered) is a more common, but less inclusive, acronym.

The health promotion continuum, as illustrated, supports organizational planning and movement to a population health approach. For example:

• A smoking cessation group held at school for students who are established smokers is treatment and is also considered a long-term protective intervention.

• A skills development group at school for identified high-risk youth with multiple risk behaviours, including possible early substance use, is tertiary prevention.

• A program delivered in high school to the entire school population to increase positive mental health and increase resiliency (enhance protective factors) is considered secondary prevention.

• A similar approach in elementary school is considered primary prevention.

• Working at the community or whole population level to change the socioeconomic environment to increase opportunity for everyone is primordial prevention.

In practice, the work is linked and iterative, not linear. It is mapped as a continuum solely for illustrative purposes.


6

Prevention Workforce Competencies Report LINK BETWEEN HEALTH PROMOTION, SUBSTANCE USE PREVENTION AND HARM REDUCTION

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Prevention Workforce Competencies Report GLOSSARY OF KEY TERMS

7

Health PromotionThe process of enabling people to increase control over and improve their health so they reach a state of complete physical, mental and social well-being. Well-being requires a secure foundation in factors addressed in the social determinants of health (see below). Health promotion includes building healthy public policy, creating supportive environments, strengthening community actions, developing personal skills and reorienting health services.

InitiativeThe term used instead of “program” or “project” to emphasize that health promotion and prevention works best when infused in everyday work, rather than viewed as a separate, time-limited add-on. Health promotion and prevention initiatives are planned efforts directed to whole populations or definable subgroups.

Population HealthAn approach to health that aims to improve the health of the entire population and to reduce health inequities among population groups. To reach these objectives, health promotion looks at and acts upon the broad range of factors and conditions that influence our health. It applies to the entire spectrum of health system interventions, from prevention and promotion to health protection, diagnosis, treatment and care. A population health approach recognizes that health is a capacity or resource that encompasses being able to pursue one’s goals, acquire skills and education, and grow.

Risk and Protective FactorsInfluences on youth and adults that increase (risk) or decrease (protective) the likelihood that a person will use substances. Protective factors buffer the effects of risk factors in an environment.7

GLOSSARY OF KEY TERMSThroughout the Prevention Workforce Competencies Report, certain words and phrases have been assigned specific meanings, defined below, pertinent to these competencies.

CommunityA group of people who shares particular characteristics or lives in the same place.

Community OrganizationsSuch organizations include municipal councils; health, safety and law enforcement committees and services; recreation associations; arts groups; sports leagues; social justice and community development committees and organizations; family and youth service agencies; cultural and faith-based groups; and employee and business associations. Prevention staff do not need to engage with all community organizations, but should engage with those that are appropriate, given the issues.

Cultural SensitivityAn all-inclusive phrase used to capture cultural awareness and cultural competency, as applicable to all cultures.6

Evidence-informedPrevention initiatives and activities must be guided by evidence, preferably that provided through documented scientific research. However, in the absence of a solid base of evidence, evidence-informed prevention approaches can be used. They allow for innovation while incorporating lessons learned from existing research literature and are responsive to cultural backgrounds and community values, among other things.

FamilyIndividuals or groups who constitute family both in the traditional sense and in a broader sense that includes any configuration of significant others, as identified by the youth, in the youth’s past, present or future.

6 For more information on cultural sensitivity with First Nations peoples, see A Cultural Safety Toolkit for Mental Health and Addiction Workers In-Service with First Nations People (2013), developed by the National Native Addictions Partnership Foundation (NNAPF) and available on the NNAPF website (www.nnapf.com). Although this toolkit focuses on treatment, the explanations of cultural sensitivity, cultural competence, cultural safety and so on are helpful for prevention and health promotion staff working in First Nations communities. As of July 2015, NNAPF joined with another organization to form the Thunderbird Partnership Foundation (thunderbirdpf.org).

7 Nova Scotia Health created a table that sets out risk and protective factors by life area or domain (individual, family, school, community, etc.). For additional information, go to www.cha.nshealth.ca/addiction/forParentsRiskAndProtectiveFactors.asp.


8

Prevention Workforce Competencies Report COMPETENCIES WITH DESCRIPTIONS AND SAMPLE BEHAVIOUR INDICATORS

Social Determinants of HealthThe social determinants of health are:8

• Aboriginal status• Disability• Early life• Education• Employment and working conditions• Food insecurity• Gender• Health services• Housing• Income and income distribution• Race• Social exclusion• Social safety net• Unemployment and job security

For Aboriginal peoples, the social determinants of health are:9

• Socio-political context• Holistic perspective of health• Life course — child, youth, adult• Health behaviours • Physical environments• Employment and income• Education• Food insecurity • Health care systems • Educational systems• Community infrastructure,

resources and capacities• Environmental stewardship• Cultural continuity

Substance UseThe self-administration of a psychoactive substance. It includes abuse, dependency, addiction and misuse of both licit and illicit substances.

Technical and Behavioural CompetenciesTechnical Competencies are the specific, measurable knowledge and skills required to apply technical principles and information in a job function. They are usually learned in an educational environment or on the job. They are the “what” of a job and sometimes are called “hard” skills. Behavioural Competencies are the specific, measurable knowledge, skills and values required to perform effectively in a job function. They are typically learned and developed through life experiences. They are the “how” of performing in a job and are sometimes called “soft” skills.

YouthPeople ages 14 to 24.

Important parts of the assessment include lining up allies, … early engagement with school employees, … early engagement with youth …. The language used by the school and the language we use affects our success in delivering a school-based prevention program. (For the whole story, turn to the appendix.)

COMPETENCIES WITH DESCRIPTIONS AND SAMPLE BEHAVIOUR INDICATORSFor every competency on the following pages, the behaviour indicators (BIs) in each proficiency level were identified by participants in the focus groups as important elements of their work. Nevertheless, these are examples. Organizations are encouraged to use these BIs as a guide when creating or revising job descriptions and related documentation to ensure that the BIs reflect the key elements of the work their staff undertake.

8 As described by Juha Mikkonen and Dennis Raphael in Social Determinants of Health: The Canadian Facts (Toronto: York University, 2010). Available at www.thecanadianfacts.org.

9 As described by Charlotte Reading and Fred Wien in Health Inequalities and Social Determinants of Aboriginal Peoples’ Health (Prince George: National Collaborating Centre for Aboriginal Health, 2009). Available at www.nccah-ccnsa.ca/en/publications.aspx.


CH

ILD

AN

D Y

OU

TH

DE

VE

LOP

ME

NT:

App

lyin

g kn

owle

dge

of c

hild

and

ado

lesc

ent d

evel

opm

ent t

hat t

akes

into

acc

ount

soc

ial,

phys

iolo

gica

l, ps

ycho

logi

cal,

neur

olog

ical

, em

otio

nal,

inte

llect

ual a

nd c

ultu

ral f

acto

rs in

wor

king

with

col

leag

ues,

you

th, t

heir

fam

ilies

and

the

com

mun

ity.

1 =

Intr

od

ucto

ry2

= D

evel

op

ing

3 =

Inte

rmed

iate

4 =

Ad

vanc

ed

• D

escr

ibes

the

influ

ence

of

age

and

gend

er o

n yo

uth

subs

tanc

e us

e

• E

xpla

ins

how

fam

ily

circ

umst

ance

s, li

ke

thos

e id

entifi

ed a

s so

cial

de

term

inan

ts o

f hea

lth,

influ

ence

the

choi

ces

yout

h m

ake

abou

t sub

stan

ce u

se a

nd

othe

r ris

k-ta

king

beh

avio

urs

• E

xpla

ins

how

fam

ily ro

le-

mod

ellin

g, s

uppo

rt, s

uper

visi

on

and

mon

itorin

g ca

n he

lp

prev

ent y

outh

sub

stan

ce u

se

• E

xpla

ins

the

rang

e of

be

havi

ours

and

ski

lls th

at c

an

eith

er le

ad y

outh

to h

arm

ful

risk-

taki

ng b

ehav

iour

s or

pr

otec

t the

m a

gain

st h

arm

s,

incl

udin

g th

ose

resu

lting

from

su

bsta

nce

use

• D

escr

ibes

how

and

whe

n va

rious

asp

ects

of s

exua

l de

velo

pmen

t occ

ur

• D

escr

ibes

the

impa

ct tr

aum

a an

d sy

ndro

mes

like

FA

SD

and

A

DH

D c

an h

ave

on c

hild

and

yo

uth

deve

lopm

ent

• E

xpla

ins

evid

ence

-bas

ed

info

rmat

ion

on p

hysi

olog

ical

de

velo

pmen

t as

it ap

plie

s to

ad

oles

cent

s

• E

xpla

ins

adol

esce

nt b

rain

de

velo

pmen

t in

rela

tion

to

yout

h be

havi

ours

and

cho

ices

• E

xpla

ins

adol

esce

nt

neur

olog

ical

dev

elop

men

t and

th

e im

pact

that

has

on

the

choi

ces

yout

h m

ake

abou

t su

bsta

nce

use

• U

ses

evid

ence

-bas

ed re

sear

ch to

di

spel

myt

hs a

nd m

isin

form

atio

n ab

out t

he e

ffect

s of

sub

stan

ce u

se

• E

xpla

ins

the

perv

asiv

enes

s of

a

cultu

re o

f sub

stan

ce u

se

• A

ssis

ts y

outh

and

thei

r fa

milie

s in

id

entif

ying

bot

h ha

rmfu

l ris

k-ta

king

be

havi

ours

and

hea

lthy

alte

rnat

ives

to

pre

vent

or

redu

ce h

arm

ful r

isk-

taki

ng

• Id

entifi

es a

ran

ge o

f met

hodo

logi

es

rela

ted

to re

duci

ng h

arm

ful r

isk-

taki

ng b

ehav

iour

s

• A

dapt

s th

e de

liver

y of

info

rmat

ion

and

activ

ities

to th

e sp

ecifi

c ch

arac

teris

tics

and

need

s of

the

inte

nded

aud

ienc

e

• A

pplie

s ev

iden

ce-b

ased

rese

arch

on

phy

siol

ogic

al a

nd n

euro

logi

cal

deve

lopm

ent w

hen

wor

king

with

yo

uth

• M

onito

rs re

sear

ch a

nd a

tten

ds

even

ts to

rem

ain

curr

ent i

n ch

ild

and

yout

h de

velo

pmen

t fiel

d

• A

pplie

s un

ders

tand

ing

of c

hild

and

ado

lesc

ent

deve

lopm

ent,

inco

rpor

atin

g th

e ro

le o

f fam

ily, p

eers

and

cu

lture

, whe

n de

velo

ping

yo

uth

subs

tanc

e us

e pr

even

tion

activ

ities

• A

ssis

ts y

outh

to d

evel

op

the

life

skills

and

resi

lienc

e ne

eded

to re

spon

d to

su

bsta

nce

use

and

othe

r ch

alle

nges

they

will

enco

unte

r as

they

mat

ure

• U

ses

evid

ence

-bas

ed

rese

arch

to c

halle

nge

cultu

ral s

tere

otyp

es w

hen

deve

lopi

ng y

outh

pre

vent

ion

activ

ities

or

wor

king

with

yo

uth

• Im

plem

ents

cul

tura

lly-

sens

itive

str

ateg

ies

to

redu

ce s

ubst

ance

use

• In

corp

orat

es a

dvan

ced

know

ledg

e of

chi

ld a

nd

yout

h de

velo

pmen

t whe

n de

velo

ping

com

preh

ensi

ve,

popu

latio

n-ba

sed

prev

entio

n pl

ans

• R

emai

ns c

urre

nt o

n an

d as

sess

es n

ew in

form

atio

n re

late

d to

pre

vent

ing

yout

h su

bsta

nce

use,

and

gui

des

staf

f to

prom

isin

g w

ebsi

tes

and

info

rmat

ion

• C

ontr

ibut

es to

or

cond

ucts

re

sear

ch o

n ch

ild a

nd y

outh

de

velo

pmen

t and

sub

stan

ce

use

• E

nsur

es s

taff

are

prov

ided

w

ith re

sour

ces

and

trai

ning

to

incr

ease

thei

r ab

ility

to w

ork

with

you

th a

nd to

und

erst

and

the

mul

tifac

eted

fact

ors

that

in

fluen

ce y

outh

sub

stan

ce u

se

EXAMPLES

9


CHILD AND YOUTH DEVELOPMENT


HE

ALT

H P

RO

MO

TIO

N A

ND

PR

EV

EN

TIO

N K

NO

WLE

DG

E: A

pply

ing

evid

ence

-info

rmed

hea

lth p

rom

otio

n an

d pr

even

tion

prac

tices

to

addr

ess

both

com

mun

ity a

nd in

divi

dual

beh

avio

urs

and

attit

udes

rela

ted

to y

outh

sub

stan

ce u

se.

1 =

Intr

od

ucto

ry2

= D

evel

op

ing

3 =

Inte

rmed

iate

4 =

Ad

vanc

ed

• E

xpla

ins

best

pra

ctic

e m

odel

s an

d ke

y co

ncep

ts o

f sub

stan

ce

use

prev

entio

n an

d he

alth

pr

omot

ion

• E

xpla

ins

a po

pula

tion

publ

ic

heal

th a

ppro

ach

to s

ubst

ance

us

e

• E

xpla

ins

the

cont

inuu

m o

f pr

even

tion

serv

ices

from

pr

imar

y pr

even

tion

to h

arm

m

inim

izat

ion

• D

escr

ibes

the

soci

al

dete

rmin

ants

of h

ealth

and

the

impa

ct th

ey c

an h

ave

on y

outh

an

d po

tent

ial s

ubst

ance

use

• E

xpla

ins

impo

rtan

t con

cept

s re

late

d to

the

natu

re a

nd e

xten

t of

bot

h ris

k an

d pr

otec

tive

fact

ors

rela

ted

to s

ubst

ance

us

e

• Id

entifi

es r

isk

fact

ors

that

in

fluen

ce y

outh

dec

isio

ns to

us

e su

bsta

nces

• Id

entifi

es p

rote

ctiv

e fa

ctor

s th

at

decr

ease

the

likel

ihoo

d of

you

th

subs

tanc

e us

e

• D

escr

ibes

har

m re

duct

ion

stra

tegi

es a

nd k

ey c

once

pts

• Fo

cuse

s on

a s

tren

gth-

base

d ap

proa

ch w

hen

inte

ract

ing

with

yo

uth

and

thei

r fa

milie

s

• R

emai

ns fa

ctua

l and

pr

ofes

sion

al w

hen

disc

ussi

ng

attit

udes

rela

ted

to u

se o

f su

bsta

nces

• E

xpla

ins

how

gen

der

and

cultu

ral d

iffer

ence

s ar

e ad

dres

sed

in h

ealth

pro

mot

ion

and

subs

tanc

e us

e pr

even

tion

initi

ativ

es a

nd a

ctiv

ities

• S

hare

s kn

owle

dge

of p

rote

ctiv

e an

d ris

k fa

ctor

s fo

r su

bsta

nce

use

• P

artic

ipat

es in

dev

elop

ing

and

deliv

erin

g su

bsta

nce

use

prev

entio

n an

d he

alth

pr

omot

ion

activ

ities

• A

pplie

s ev

iden

ce-in

form

ed

prac

tices

and

pra

ctic

al

know

ledg

e of

pre

vent

ion

whe

n en

gagi

ng w

ith y

outh

• C

eleb

rate

s su

cces

ses

and

ackn

owle

dges

goo

d pr

actic

es

• P

rom

otes

pro

tect

ive

fact

ors

and

uses

evi

denc

e-in

form

ed

prac

tices

to s

uppo

rt a

nd

enco

urag

e re

duct

ion

in h

arm

ful

risk-

taki

ng b

ehav

iour

s

• M

onito

rs re

sear

ch to

rem

ain

curr

ent o

n ge

nera

l tre

nds

in h

ealth

pro

mot

ion

and

prev

entio

n an

d sp

ecifi

c tr

ends

re

late

d to

sub

stan

ce u

se

prev

entio

n

• A

tten

ds w

orks

hops

and

co

nfer

ence

s to

mai

ntai

n cu

rren

cy in

sub

stan

ce u

se

prev

entio

n fie

ld

• A

pplie

s kn

owle

dge

and

best

pr

actic

es in

resp

ectin

g ge

nder

di

ffere

nces

and

cul

tura

l co

nsid

erat

ions

• Id

entifi

es a

nd re

spon

ds

to p

reve

ntio

n an

d he

alth

pr

omot

ion

need

s by

sel

ectin

g an

d de

liver

ing

activ

ities

ap

prop

riate

to y

outh

• P

rovi

des

info

rmat

ion

and

trai

ning

to c

omm

unity

-bas

ed

part

ners

• P

rom

otes

and

pro

vide

s gu

idan

ce to

sta

ff on

usi

ng

resi

lienc

y m

odel

s an

d be

st

prac

tice

prev

entio

n st

rate

gies

to

hel

p yo

uth

succ

eed

• A

dapt

s ev

iden

ce-in

form

ed

prac

tices

on

yout

h su

bsta

nce

use

prev

entio

n to

loca

l cul

ture

an

d en

viro

nmen

t

• E

nsur

es th

at in

itiat

ives

and

ac

tiviti

es re

spec

t gen

der

diffe

renc

es a

nd c

ultu

ral

cons

ider

atio

ns

• C

ontr

ibut

es to

the

deve

lopm

ent

of p

ublic

pol

icie

s re

late

d to

pr

even

ting

yout

h su

bsta

nce

use

• O

vers

ees

a ra

nge

of

prev

entio

n-fo

cuse

d in

itiat

ives

th

at a

re b

ased

on

best

pr

actic

e, a

ddre

ss s

usta

inab

ility

and

cultu

ral r

elev

ance

, and

in

clud

e be

nchm

arks

for

eval

uatio

n pu

rpos

es

• P

rovi

des

oppo

rtun

ities

for

staf

f to

dev

elop

and

sha

re th

eir

know

ledg

e on

hea

lth p

rom

otio

n an

d su

bsta

nce

use

prev

entio

n,

incl

udin

g ris

k an

d pr

otec

tive

fact

ors

rela

ted

to s

ubst

ance

us

e

• W

orks

with

com

mun

ity

part

ners

to in

tegr

ate

prev

entio

n ap

proa

ches

into

initi

ativ

es th

at

deal

with

soc

ial d

eter

min

ants

of

hea

lth

EXAMPLES

10

Prevention Workforce Competencies ReportCOMPETENCIES WITH DESCRIPTIONS AND SAMPLE BEHAVIOUR INDICATORSHEALTH PROMOTION AND PREVENTION KNOWLEDGE


11


SUBSTANCES AND SUBSTANCE USES

UB

STA

NC

ES

AN

D S

UB

STA

NC

E U

SE

: Kno

win

g th

e ra

nge

of s

ubst

ance

s th

at m

ight

be

used

, cla

sses

of d

rugs

and

the

effe

cts

of th

ose

drug

s, a

nd is

sues

rela

ted

to w

ithdr

awal

, and

app

lyin

g th

at k

now

ledg

e w

hen

wor

king

with

you

th, o

rgan

izat

ions

and

com

mun

ities

to p

reve

nt

yout

h su

bsta

nce

use.

1 =

Intr

od

ucto

ry2

= D

evel

op

ing

3 =

Inte

rmed

iate

4 =

Ad

vanc

ed

• Id

entifi

es, b

y bo

th th

eir

prop

er

and

stre

et n

ames

, sub

stan

ces

that

are

ofte

n us

ed im

prop

erly

or

ille

gally

in th

e co

mm

unity

• E

xpla

ins

how

and

why

thes

e su

bsta

nces

are

use

d

• D

escr

ibes

the

phys

ical

and

ps

ycho

logi

cal e

ffect

s of

w

ithdr

awal

• E

xpla

ins

the

ratio

nale

for

harm

re

duct

ion

appr

oach

es

• E

xpla

ins

how

men

tal i

llnes

ses

or m

enta

l hea

lth is

sues

and

su

bsta

nce

use

can

adve

rsel

y in

tera

ct

• D

escr

ibes

the

impa

ct th

at

stig

ma,

trau

ma,

and

cul

tura

l an

d hi

stor

ical

eve

nts

can

have

on

you

th w

ith s

ubst

ance

use

is

sues

• E

xpla

ins

in g

ener

al te

rms

the

impa

ct th

at m

edic

atio

ns a

nd

othe

r dr

ugs

can

have

on

one

anot

her

• E

xpla

ins

the

impa

ct th

at th

e so

cial

det

erm

inan

ts o

f hea

lth

can

have

on

choi

ces

yout

h m

ake

abou

t sub

stan

ce u

se

• D

escr

ibes

way

s in

whi

ch

subs

tanc

e us

e is

a p

opul

atio

n he

alth

and

pub

lic h

ealth

issu

e

• D

escr

ibes

gen

eral

cla

sses

of

drug

s, th

e co

mm

onal

ities

with

in

each

cla

ss, t

he a

ppea

l eac

h ca

n ha

ve fo

r yo

uth,

and

the

spec

ific

sign

s, s

ympt

oms

and

resu

lts o

f use

• E

ngag

es w

ith y

outh

and

thei

r fa

milie

s to

rai

se a

war

enes

s of

fa

ctor

s th

at m

ight

con

trib

ute

to

or p

rote

ct a

gain

st d

evel

opin

g su

bsta

nce

use

• A

pplie

s kn

owle

dge

of c

oncu

rren

t di

sord

ers

in w

orki

ng w

ith y

outh

• A

pplie

s un

ders

tand

ing

of th

e im

pact

that

med

icat

ions

and

oth

er

drug

s ca

n ha

ve o

n on

e an

othe

r w

hen

wor

king

with

you

th

• A

pplie

s un

ders

tand

ing

of th

e im

pact

the

rang

e of

sub

stan

ces

can

have

on

neur

al a

nd p

hysi

cal

deve

lopm

ent o

f you

th

• In

trod

uces

fam

ily m

embe

rs to

ha

rm m

inim

izat

ion

mea

sure

s lik

e sa

fely

usi

ng, s

torin

g an

d di

spos

ing

of p

resc

riptio

n m

edic

atio

ns

• C

onsu

lts e

vide

nce-

info

rmed

re

sour

ces

to e

nhan

ce le

arni

ng

abou

t sub

stan

ce u

se

• U

pdat

es p

reve

ntio

n kn

owle

dge

base

with

la

test

dev

elop

men

ts in

the

subs

tanc

e us

e pr

even

tion

field

• S

hare

s kn

owle

dge

of

deve

lopm

ents

in th

e su

bsta

nce

use

prev

entio

n fie

ld w

ith s

taff

• A

pplie

s un

ders

tand

ing

of

both

sub

stan

ce u

se a

nd

conc

urre

nt d

isor

ders

whe

n w

orki

ng w

ith d

iffer

ent

cultu

res

and

popu

latio

ns

• R

emai

ns c

urre

nt in

the

subs

tanc

e us

e fie

ld b

y re

view

ing,

par

ticip

atin

g in

or

con

duct

ing

rese

arch

, an

d at

tend

ing

or le

adin

g co

nfer

ence

s an

d w

orks

hops

• S

eize

s op

port

uniti

es to

sh

are

key

issu

es a

nd

conc

erns

abo

ut tr

ends

with

co

mm

unity

mem

bers

and

or

gani

zatio

ns

• Tr

ansl

ates

sub

stan

ce u

se

know

ledg

e ef

fect

ivel

y to

co

mm

unity

par

tner

s

• S

uper

vise

s an

d co

ache

s ot

hers

in d

evel

opin

g th

eir

know

ledg

e of

sub

stan

ce u

se

and

conc

urre

nt d

isor

ders

• A

cts

as a

cat

alys

t to

ensu

re

heal

th p

rom

otio

n an

d su

bsta

nce

use

prev

entio

n st

rate

gies

refle

ct e

mer

ging

tr

ends

and

prio

rity

issu

es in

the

com

mun

ity

• In

itiat

es o

r or

gani

zes

rese

arch

, ev

alua

tes

findi

ngs

that

em

erge

an

d re

com

men

ds re

leva

nt

polic

y ch

ange

s

EXAMPLES


AD

VO

CA

CY:

Wor

king

to d

evis

e st

rate

gies

, act

ions

and

pos

sibl

e so

lutio

ns to

influ

ence

dec

isio

n m

aker

s to

impl

emen

t pos

itive

cha

nge

rela

ted

to

prev

entin

g yo

uth

subs

tanc

e us

e, a

t ind

ivid

ual,

syst

em, o

rgan

izat

ion,

com

mun

ity, p

rovi

ncia

l and

nat

iona

l lev

els.

1 =

Intr

od

ucto

ry2

= D

evel

op

ing

3 =

Inte

rmed

iate

4 =

Ad

vanc

ed

• E

xpla

ins

who

sta

keho

lder

s,

part

ners

and

col

labo

rato

rs

are

for

loca

l adv

ocac

y ef

fort

s re

late

d to

pre

vent

ing

yout

h su

bsta

nce

use

• W

orks

with

inte

rdis

cipl

inar

y co

lleag

ues

to a

dvoc

ate

for

reso

urce

s an

d in

itiat

ives

to

prev

ent y

outh

sub

stan

ce u

se

• A

dvoc

ates

for

loca

l act

iviti

es

and

initi

ativ

es fo

r in

divi

dual

yo

uth

and

thei

r fa

milie

s

• W

orks

with

you

th a

nd y

outh

gr

oups

to a

dvoc

ate

for

reso

urce

s an

d in

itiat

ives

ac

cess

ible

to y

outh

• D

escr

ibes

pop

ulat

ion

heal

th

and

the

impa

ct o

f hea

lthy

publ

ic p

olic

y

• A

dvoc

ates

for

cultu

rally

se

nsiti

ve a

nd re

leva

nt

com

mun

ity y

outh

sub

stan

ce

use

prev

entio

n in

itiat

ives

and

ac

tiviti

es

• W

orks

with

sch

ool s

taff

and

boar

ds to

impl

emen

t evi

denc

e-ba

sed

actio

ns w

hen

appl

ying

sc

hool

-bas

ed s

ubst

ance

use

po

licie

s

• W

orks

with

com

mun

ity

part

ners

to a

dvoc

ate

for

effe

ctiv

e ev

iden

ce-b

ased

act

ion

thro

ugho

ut th

e co

mm

unity

to

disc

oura

ge y

outh

sub

stan

ce

use

• E

ngag

es w

ith c

omm

unity

gr

oups

to a

ddre

ss th

e ra

nge

of fa

ctor

s th

at re

sear

ch h

as

show

n ar

e co

rrel

ated

to o

r ca

uses

of s

ubst

ance

use

• W

orks

with

org

aniz

atio

ns a

nd

com

mun

ities

to b

uild

read

ines

s fo

r po

licy-

leve

l cha

nge

• M

obiliz

es c

omm

unity

ch

ampi

ons

to a

dvoc

ate

for

polic

y ac

tion

to re

duce

su

bsta

nce

use

harm

s in

the

com

mun

ity

• W

orks

with

sch

ools

and

sc

hool

boa

rds

to d

evel

op a

nd

impl

emen

t evi

denc

e-ba

sed

subs

tanc

e us

e po

licie

s

• S

uppo

rts

and

men

tors

you

th

advo

cacy

whe

n de

velo

ping

be

st p

ract

ices

in h

ealth

pr

omot

ion

and

subs

tanc

e us

e pr

even

tion

in th

e co

mm

unity

• B

uild

s su

ppor

t for

com

mun

ity

initi

ativ

es th

at fa

cilit

ate

cris

is

reso

lutio

n fo

r yo

uth

who

mig

ht

othe

rwis

e tu

rn to

sub

stan

ce

use

• W

orks

to in

fluen

ce a

lloca

tion

deci

sion

s an

d ac

tiviti

es a

imed

at

you

th s

ubst

ance

use

pr

even

tion

• W

orks

with

com

mun

ity

coal

ition

s to

adv

ocat

e fo

r pu

blic

pol

icy

• M

obiliz

es c

omm

unity

to

esta

blis

h yo

uth

subs

tanc

e us

e pr

even

tion

activ

ities

and

ot

her

initi

ativ

es th

at p

ositi

vely

in

fluen

ce th

e w

ell-b

eing

of

yout

h

• In

itiat

es a

nd s

uppo

rts

esta

blis

hmen

t of a

dvoc

acy

guid

elin

es a

nd b

est p

ract

ice

appr

oach

es b

oth

with

in

the

orga

niza

tion

and

at th

e co

mm

unity

and

pro

vinc

ial l

evel

s

• W

orks

with

all

orde

rs o

f go

vern

men

t to

impl

emen

t he

alth

y pu

blic

pol

icy

• W

orks

to le

ssen

hea

lth

ineq

uitie

s by

adv

ocat

ing

for

mea

sure

s to

impr

ove

soci

al

dete

rmin

ants

of h

ealth

• M

eets

with

lead

ers

of

com

mun

ity o

rgan

izat

ions

to

dis

cuss

and

impl

emen

t st

rate

gies

to le

ssen

the

risks

for

yout

h su

bsta

nce

use

• E

stab

lishe

s an

d m

aint

ains

re

latio

nshi

ps w

ith m

edia

re

pres

enta

tives

• P

rom

otes

you

th s

ubst

ance

use

pr

even

tion

initi

ativ

es to

a w

ide

grou

p of

pol

icy

and

deci

sion

m

aker

s

• W

orks

at t

he p

rovi

ncia

l and

na

tiona

l lev

els,

as

appr

opria

te,

to a

dvoc

ate

for

incr

ease

d in

itiat

ives

and

act

iviti

es, a

nd

asso

ciat

ed fu

ndin

g

EXAMPLES

12

Prevention Workforce Competencies ReportCOMPETENCIES WITH DESCRIPTIONS AND SAMPLE BEHAVIOUR INDICATORSADVOCACY


BU

ILD

ING

AN

D S

US

TAIN

ING

RE

LAT

ION

SH

IPS

: Dev

elop

ing

and

mai

ntai

ning

ong

oing

reci

proc

al re

latio

nshi

ps w

ith c

omm

unity

mem

bers

and

ot

her

stak

ehol

ders

, inc

ludi

ng y

outh

and

thei

r fa

milie

s. T

his

com

pete

ncy

incl

udes

inte

rper

sona

l, fa

cilit

atio

n an

d co

nflic

t man

agem

ent s

kills

.

1 =

Intr

od

ucto

ry2

= D

evel

op

ing

3 =

Inte

rmed

iate

4 =

Ad

vanc

ed

• Fo

llow

s ap

prop

riate

pro

toco

ls

for

seek

ing

assi

stan

ce w

hen

faci

ng c

onfli

ct in

the

wor

kpla

ce

• E

xpla

ins

the

prin

cipl

es a

nd

tech

niqu

es o

f act

ive

liste

ning

• E

xpla

ins

basi

c pr

inci

ples

of

grou

p fa

cilit

atio

n an

d of

the

tool

s us

ed in

gro

up fa

cilit

atio

n

• C

omm

unic

ates

(wor

ds, b

ody

lang

uage

and

tone

of v

oice

) in

a he

lpfu

l and

cul

tura

lly s

ensi

tive

way

, bui

ldin

g tr

ust a

nd tr

eatin

g co

mm

unity

gro

ups,

oth

er

prof

essi

ons,

you

th a

nd th

eir

fam

ilies

fairl

y an

d et

hica

lly a

nd

as v

alue

d al

lies

• D

ispl

ays

empa

thy

and

deve

lops

po

sitiv

e ra

ppor

t with

you

th a

nd

thei

r fa

milie

s, d

iscu

ssin

g th

eir

inte

rest

s, is

sues

and

act

iviti

es

— n

ot ju

st s

ubst

ance

use

• M

anag

es o

wn

emot

ions

and

m

aint

ains

com

posu

re u

nder

ch

alle

ngin

g ci

rcum

stan

ces

• Fo

llow

s th

roug

h on

co

mm

itmen

ts m

ade

with

you

th

and

thei

r fa

milie

s

• R

espe

cts

the

confi

dent

ialit

y of

th

e in

tera

ctio

ns w

ith y

outh

and

th

eir

fam

ilies

• R

emai

ns c

urre

nt o

n yo

uth

cultu

re, l

angu

age

and

tren

ds in

th

e co

mm

unity

• E

xpla

ins

tren

ds in

you

th

subs

tanc

e us

e

• R

ecog

nize

s an

d m

edia

tes

or

reso

lves

con

flict

s w

ith o

r be

twee

n ot

hers

, and

see

ks a

ssis

tanc

e fro

m

mor

e ex

perie

nced

col

leag

ues

or

supe

rvis

or, a

s ne

eded

• Fa

cilit

ates

effe

ctiv

ely,

usi

ng a

ran

ge

of p

rove

n te

chni

ques

in ro

utin

e si

tuat

ions

• Id

entifi

es a

nd d

evel

ops

cont

acts

w

ithin

pot

entia

l allie

d or

gani

zatio

ns

and

inte

rdis

cipl

inar

y gr

oups

• Ta

ilors

com

mun

icat

ion

to th

e au

dien

ce, a

dapt

ing

styl

e, la

ngua

ge

pref

eren

ce, c

onte

nt a

nd fo

rmat

as

appr

opria

te

• R

eads

bod

y la

ngua

ge, e

mot

iona

l cu

es a

nd v

erba

l and

non

-ver

bal

cues

acc

urat

ely,

and

adj

usts

co

mm

unic

atio

n ap

proa

ch

acco

rdin

gly

• In

corp

orat

es a

n in

tegr

ated

ap

proa

ch in

reac

hing

out

to y

outh

to

pre

vent

sub

stan

ce u

se

• U

ses

a ra

nge

of e

vide

nce-

base

d an

d ev

iden

ce-in

form

ed m

eans

to

disc

uss

key

issu

es w

ith y

outh

and

fa

milie

s an

d as

sist

them

in m

ovin

g th

eir

rela

tions

hip

forw

ard

• H

elps

you

th a

nd fa

milie

s to

de

velo

p in

sigh

t int

o th

emse

lves

an

d th

eir

rela

tions

hips

with

oth

ers

• E

ngag

es fa

mily

mem

bers

at a

n ea

rly s

tage

on

heal

thy

life

choi

ces

and

deci

sion

mak

ing

• R

ecog

nize

s co

nflic

t bet

wee

n ot

hers

and

sup

port

s ot

hers

in

dea

ling

with

it e

ffect

ivel

y an

d ap

prop

riate

ly

• E

xplo

res

shar

ed n

eeds

and

co

mm

on a

reas

of i

nter

est

amon

g id

entifi

ed n

etw

orks

• C

onve

ys in

form

atio

n w

ith

crea

tivity

, cul

tura

l sen

sitiv

ity,

insi

ght a

nd p

ersu

asio

n w

hen

need

ed

• Tr

ansf

ers

and

assi

mila

tes

know

ledg

e ef

fect

ivel

y an

d ef

ficie

ntly

• E

ngag

es w

ith y

outh

who

m

ay fa

ce m

ultip

le o

r co

mpl

ex c

halle

nges

suc

h as

cr

isis

situ

atio

ns o

r is

olat

ion

due

to la

ngua

ge o

r cu

lture

• P

erio

dica

lly c

ondu

cts

visi

ts

with

you

th, t

heir

fam

ilies

and

the

com

mun

ity to

mai

ntai

n cu

rren

cy w

ith th

eir

issu

es

• P

repa

res

yout

h fo

r su

cces

s th

roug

h in

divi

dual

co

unse

lling

or g

roup

w

orks

hops

• A

ssis

ts th

e co

mm

unity

, in

clud

ing

fam

ily m

embe

rs,

in u

nder

stan

ding

, eng

agin

g w

ith a

nd s

uppo

rtin

g yo

uth

• C

onsu

lts w

ith s

taff

and

supe

rvis

or c

once

rnin

g ac

tiviti

es fo

r in

divi

dual

and

fa

milie

s

• S

uper

vise

s an

d m

ento

rs o

ther

s to

ens

ure

best

faci

litat

ion

prac

tices

• C

omm

unic

ates

com

plex

issu

es

clea

rly a

nd c

redi

bly

with

wid

ely

varie

d au

dien

ces

• A

dept

ly a

ddre

sses

diffi

cult,

on

-the

-spo

t que

stio

ns fr

om,

for

exam

ple,

offi

cial

s, in

tere

st

grou

ps o

r m

edia

• C

oach

es s

taff

on c

risis

in

terv

entio

n or

diffi

cult

case

s

• A

ddre

sses

par

ticul

arly

ch

alle

ngin

g co

nflic

ts b

etw

een

orga

niza

tions

and

indi

vidu

als

• C

onsu

lts w

ith s

taff

to

unde

rsta

nd c

hang

ing

tren

ds

and

influ

ence

s in

you

th c

ultu

re

• P

artic

ipat

es in

the

com

mun

ity

to in

crea

se n

etw

orki

ng

oppo

rtun

ities

EXAMPLES

13


BUILDING AND SUSTAINING RELATIONSHIPS

cont

inue

d on

nex

t pag

e


14

Prevention Workforce Competencies ReportCOMPETENCIES WITH DESCRIPTIONS AND SAMPLE BEHAVIOUR INDICATORSBUILDING AND SUSTAINING RELATIONSHIPS

1 =

Intr

od

ucto

ry2

= D

evel

op

ing

3 =

Inte

rmed

iate

4 =

Ad

vanc

ed

• P

rese

nts

her-

or

him

self

in

a m

anne

r th

at p

rom

otes

ap

proa

chab

ility,

pro

fess

iona

lism

an

d cr

edib

ility

• E

ngag

es a

nd c

reat

es r

appo

rt

with

oth

er o

utre

ach

wor

kers

in

the

com

mun

ity

• E

ngag

es a

nd c

reat

es r

appo

rt

with

you

th a

nd th

eir

fam

ilies

enco

unte

red

durin

g ou

trea

ch

effo

rts

• M

aint

ains

con

tact

with

re

pres

enta

tives

from

co

mm

unity

ser

vice

s

• In

terv

iew

s yo

uth

(indi

vidu

ally,

in

fam

ilies

or in

gro

ups)

to a

sses

s th

eir

situ

atio

ns a

nd d

eter

min

e w

hat a

ctiv

ities

are

requ

ired

to

mee

t the

ir ne

eds

• O

rgan

izes

sup

port

to a

ssis

t th

e co

mm

unity

, inc

ludi

ng fa

mily

m

embe

rs, i

n un

ders

tand

ing,

en

gagi

ng w

ith a

nd s

uppo

rtin

g yo

uth

• A

ssis

ts y

outh

with

acc

essi

ng

com

mun

ity re

sour

ces

for

serv

ices

suc

h as

bui

ldin

g lif

e sk

ills, j

ob p

lace

men

t, de

bt

coun

sellin

g, le

gal a

id, h

ousi

ng,

med

ical

trea

tmen

t and

fina

ncia

l as

sist

ance

• S

olic

its a

nd re

spon

ds to

you

th

and

fam

ily fe

edba

ck a

bout

the

succ

ess

of o

utre

ach

effo

rts

• Fa

cilit

ates

in c

ompl

ex a

nd

chal

leng

ing

situ

atio

ns

• E

stab

lishe

s cr

edib

ility

by

conn

ectin

g w

ith k

ey o

utre

ach

lead

ers

in th

e co

mm

unity

EXAMPLES


CO

MM

UN

ITY

EN

GA

GE

ME

NT

AN

D P

AR

TN

ER

SH

IP B

UIL

DIN

G: N

etw

orki

ng a

nd e

ngag

ing

to b

uild

ong

oing

col

labo

rativ

e pa

rtne

rshi

ps w

ith

com

mun

ity o

rgan

izat

ions

to e

nhan

ce c

omm

unity

wel

l-bei

ng a

nd o

ffer

initi

ativ

es to

pre

vent

you

th s

ubst

ance

use

.

1 =

Intr

od

ucto

ry2

= D

evel

op

ing

3 =

Inte

rmed

iate

4 =

Ad

vanc

ed

• E

ngag

es c

olla

bora

tivel

y an

d in

a c

ultu

rally

sen

sitiv

e fa

shio

n to

est

ablis

h re

latio

nshi

ps w

ith

com

mun

ity m

embe

rs a

nd

com

mun

ity s

take

hold

ers

• D

emon

stra

tes

fam

iliarit

y w

ith lo

cal a

genc

ies

and

orga

niza

tions

that

dea

l with

yo

uth

subs

tanc

e us

e an

d re

late

d is

sues

• S

uppo

rts

staf

f with

sch

edul

ing

mee

tings

and

mai

ntai

ning

ne

twor

ks w

ith c

omm

unity

or

gani

zatio

ns

• A

ccom

pani

es s

enio

r st

aff i

n at

tend

ing

com

mun

ity e

vent

s an

d m

eetin

g m

embe

rs o

f the

co

mm

unity

• P

rovi

des

refe

rral

s to

age

ncie

s an

d or

gani

zatio

ns fo

r yo

uth

subs

tanc

e us

e an

d re

late

d is

sues

• E

xpla

ins

the

bene

fits

of w

orki

ng

with

com

mun

ity p

artn

ers

for

popu

latio

n-le

vel i

mpa

cts

(hea

lthy

com

mun

ities

, pub

lic

polic

y ad

voca

cy, a

ctio

n on

the

soci

al d

eter

min

ants

of h

ealth

)

• P

rofe

ssio

nally

repr

esen

ts th

e or

gani

zatio

n w

ithin

des

igna

ted

auth

ority

and

dec

isio

n-m

akin

g po

wer

• E

xpla

ins

the

natu

re a

nd le

vels

of

pub

lic p

artic

ipat

ion

and

yout

h en

gage

men

t

• S

uppo

rts

and

enga

ges

with

co

mm

unity

org

aniz

atio

ns w

hose

ef

fort

s fo

cus

on im

prov

ing

soci

al

dete

rmin

ants

of h

ealth

• S

uppo

rts

and

prom

otes

co

mm

unity

par

ticip

atio

n in

dec

isio

n m

akin

g an

d co

mm

unity

ow

ners

hip

of c

onst

ruct

ive

chan

ge a

imed

at

addr

essi

ng y

outh

sub

stan

ce u

se

prev

entio

n

• M

aint

ains

rela

tions

hips

with

sc

hool

s an

d ot

her

orga

niza

tions

in

the

com

mun

ity to

iden

tify

and

rem

edy

unm

et n

eeds

and

to p

lan

and

impl

emen

t com

plem

enta

ry

prev

entio

n ac

tiviti

es fo

r yo

uth

with

out d

uplic

atio

n of

effo

rts

• P

artic

ipat

es in

inte

rage

ncy

com

mitt

ees

and

prof

essi

onal

as

soci

atio

ns to

col

labo

rativ

ely

achi

eve

prev

entio

n an

d he

alth

pr

omot

ion

goal

s

• E

ngag

es w

ith y

outh

in th

e co

mm

unity

by

acce

ssin

g th

em

thro

ugh

a br

oad

rang

e of

ven

ues

and

activ

ities

• C

onsu

lts w

ith fa

mily

, sch

ool

pers

onne

l, co

mm

unity

re

pres

enta

tives

and

you

th to

id

entif

y be

havi

ours

rela

ted

to

subs

tanc

e us

e

• D

eliv

ers

pres

enta

tions

and

in

tera

ctiv

e w

orks

hops

, as

part

of a

co

mpr

ehen

sive

pre

vent

ion

stra

tegy

to

bui

ld c

apac

ity to

resp

ond

effe

ctiv

ely

to is

sues

rela

ted

to

prev

entin

g su

bsta

nce

use

• E

ncou

rage

s an

d m

aint

ains

su

ppor

t for

com

mun

ity

invo

lvem

ent i

n de

velo

ping

an

d de

liver

ing

initi

ativ

es a

nd

activ

ities

to p

reve

nt y

outh

su

bsta

nce

use

• C

olla

bora

tes

with

co

mm

unity

mem

bers

in

plan

ning

, dev

elop

ing,

im

plem

entin

g an

d ev

alua

ting

cultu

rally

sen

sitiv

e in

itiat

ives

an

d ac

tiviti

es

• C

reat

es a

foru

m th

roug

h w

hich

you

th c

an e

xpre

ss

thei

r w

ants

and

nee

ds

rela

ted

to c

omm

unity

pr

even

tion

initi

ativ

es

• E

ncou

rage

s an

d ev

alua

tes

leve

ls o

f tea

cher

and

yo

uth

enga

gem

ent i

n su

bsta

nce

use

prev

entio

n ac

tiviti

es in

sch

ools

, mak

ing

adju

stm

ents

as

requ

ired

to m

aint

ain

cont

inuo

us

enga

gem

ent

• E

ncou

rage

s an

d ev

alua

tes

the

leve

l of y

outh

and

fam

ily

enga

gem

ent i

n co

mm

unity

pr

even

tion

initi

ativ

es, m

akin

g ad

just

men

ts a

s re

quire

d to

mai

ntai

n co

ntin

uous

en

gage

men

t

• R

evie

ws

pote

ntia

l ini

tiativ

es

and

part

ners

hips

to e

nsur

e th

ey a

re c

ultu

rally

rele

vant

to

yout

h in

the

com

mun

ity

• Ta

kes

a le

ader

ship

role

in

shap

ing

an o

rgan

izat

iona

l vi

sion

for

both

col

labo

rativ

e,

popu

latio

n-le

vel p

ract

ices

and

se

rvic

e de

liver

y sy

stem

s th

at

refle

ct c

omm

unity

eng

agem

ent

best

pra

ctic

es a

nd y

outh

en

gage

men

t prin

cipl

es

• E

stab

lishe

s an

d m

aint

ains

pr

oces

ses

to e

ncou

rage

co

llabo

ratio

n an

d pa

rtne

rshi

ps

• Fa

cilit

ates

and

fost

ers

activ

e co

mm

unic

atio

n, c

olla

bora

tion

and

linka

ges

amon

g ke

y st

akeh

olde

rs, w

ithin

and

ou

tsid

e th

e co

mm

unity

, who

sh

ape

polic

y an

d pr

ogra

m o

r in

itiat

ive

desi

gn

• S

tren

gthe

ns th

e co

mm

unity

in

frast

ruct

ure

to fa

cilit

ate

deliv

erin

g ac

tiviti

es a

nd

initi

ativ

es a

imed

at p

reve

ntin

g an

d re

duci

ng y

outh

sub

stan

ce

use

• E

ngag

es w

ith p

olic

y m

aker

s in

a r

ange

of fi

elds

, inc

ludi

ng

heal

th, e

duca

tion

and

polic

ing,

to

impl

emen

t coo

rdin

ated

po

licie

s re

late

d to

pre

vent

ing

acce

ss to

sub

stan

ces

• B

uild

s co

llabo

rativ

e w

orki

ng

rela

tions

hips

with

fund

ing

part

ners

, men

tors

and

ot

her

com

mun

ity p

artn

ers

to d

evel

op, i

mpl

emen

t and

ev

alua

te in

itiat

ives

and

act

iviti

es

that

mee

t the

nee

ds o

f you

th

EXAMPLES

15


COMMUNITY ENGAGEMENT AND PARTNERSHIP BUILDING

cont

inue

d on

nex

t pag

e


Prevention Workforce Competencies ReportBEHAVIOUR INDICATORS BY LEVEL OF PROFICIENCYCOMMUNITY ENGAGEMENT AND PARTNERSHIP BUILDING

16

1 =

Intr

od

ucto

ry2

= D

evel

op

ing

3 =

Inte

rmed

iate

4 =

Ad

vanc

ed

• Id

entifi

es a

nd re

view

s so

urce

s of

com

mun

ity h

ealth

sta

tus

info

rmat

ion

• D

istr

ibut

es m

ater

ials

and

in

form

atio

n on

reso

urce

s av

aila

ble

for

subs

tanc

e us

e pr

even

tion,

ans

wer

s qu

estio

ns

and

enco

urag

es fo

llow

-up

to

initi

al d

iscu

ssio

ns

• Id

entifi

es p

oten

tial o

utre

ach

venu

es a

nd fa

cilit

ies

for

targ

eted

aud

ienc

e

• E

stab

lishe

s an

d m

aint

ains

re

latio

nshi

ps a

nd

com

mun

icat

ion

netw

orks

with

go

vern

men

t age

ncie

s, n

on-

gove

rnm

ent a

nd n

ot-f

or-p

rofit

or

gani

zatio

ns, a

nd c

omm

unity

gr

oups

to w

ork

stra

tegi

cally

an

d co

llabo

rativ

ely

to a

ddre

ss

popu

latio

n-le

vel h

ealth

in

equi

ties

• S

uppo

rts

com

mun

ity re

silie

ncy

with

cul

tura

lly s

ensi

tive

and

info

rmed

act

iviti

es a

nd

initi

ativ

es

• A

sses

ses

the

com

mun

ity

to id

entif

y po

tent

ial n

ew

envi

ronm

ents

and

ven

ues

for

outr

each

effo

rts

• W

orks

with

com

mun

ity

part

ners

in ta

king

pub

lic-p

olic

y an

d co

mm

unity

-leve

l act

ions

to

dec

reas

e th

e su

pply

of

subs

tanc

es a

vaila

ble

to y

outh

• S

uppo

rts

and

prom

otes

co

mm

unity

invo

lvem

ent a

nd

cham

pion

ing

of c

onst

ruct

ive

com

mun

ity-le

vel c

hang

e ai

med

at

redu

cing

you

th s

ubst

ance

us

e an

d re

late

d is

sues

• W

orks

with

par

tner

s to

mon

itor

com

mun

ity h

ealth

sta

tus

and

iden

tify

indi

cato

rs o

f com

mun

ity

risk

and

resi

lienc

y

• C

olla

bora

tes

with

oth

er

orga

niza

tions

in th

e co

mm

unity

to

pro

vide

feed

back

to e

nsur

e th

at p

reve

ntio

n ac

tiviti

es li

nk

wel

l bet

wee

n or

gani

zatio

ns a

nd

are

cons

iste

nt w

ith e

vide

nce-

base

d or

evi

denc

e-in

form

ed

best

pra

ctic

es

• B

uild

s co

llabo

rativ

e re

latio

nshi

ps to

incr

ease

in

vest

men

ts in

pop

ulat

ion-

leve

l he

alth

pro

mot

ion

• M

anag

es p

artn

ersh

ips

to

ensu

re s

ervi

ces

are

deliv

ered

co

oper

ativ

ely

and

are

cohe

sive

, co

here

nt a

nd c

ompr

ehen

sive

• Fa

cilit

ates

str

ateg

ic s

take

hold

er

enga

gem

ent f

or ta

rget

ed

polic

y- a

nd c

omm

unity

-leve

l ch

ange

• S

tren

gthe

ns th

e co

mm

unity

’s

read

ines

s to

take

col

labo

rativ

e ac

tion

on p

ublic

pol

icy

initi

ativ

es th

at p

rom

ote

com

mun

ity h

ealth

and

redu

ce

the

risk

of s

ubst

ance

use

• W

orks

str

ateg

ical

ly w

ith

com

mun

ity o

rgan

izat

ions

w

hose

effo

rts

focu

s on

im

prov

ing

the

soci

al

dete

rmin

ants

of h

ealth

• M

obiliz

es m

ulti-

disc

iplin

ary

team

s, c

omm

unity

-bas

ed

reso

urce

s, s

pirit

ual a

nd

com

mun

ity le

ader

s, a

nd

othe

r re

late

d pr

ofes

sion

als

as

requ

ired

• In

itiat

es o

r co

nduc

ts re

sear

ch

and

colla

bora

tes

with

oth

ers

to id

entif

y un

met

nee

ds a

nd

way

s of

mee

ting

thos

e ne

eds

thro

ugh

mor

e co

mpr

ehen

sive

ou

trea

ch e

ffort

s

• Le

ads

or p

artic

ipat

es in

co

mm

unity

effo

rts

to d

evel

op

and

impl

emen

t out

reac

h in

itiat

ives

that

bui

ld o

n co

mm

unity

str

engt

hs a

nd

addr

ess

com

mun

ity n

eeds

EXAMPLES


CO

MP

RE

HE

NS

IVE

PLA

NN

ING

, IM

PLE

ME

NTA

TIO

N A

ND

EVA

LUA

TIO

N: A

naly

zing

the

loca

l env

ironm

ent t

o id

entif

y yo

uth

subs

tanc

e us

e pr

even

tion

initi

ativ

e, p

rogr

am a

nd p

olic

y ne

eds

and

then

dev

elop

ing,

ada

ptin

g, im

plem

entin

g, m

onito

ring

and

eval

uatin

g in

itiat

ives

, pro

gram

s,

activ

ities

and

pol

icie

s to

add

ress

thos

e ne

eds.

1 =

Intr

od

ucto

ry2

= D

evel

op

ing

3 =

Inte

rmed

iate

4 =

Ad

vanc

ed

• D

escr

ibes

the

exis

ting

netw

ork

of c

omm

unity

you

th s

ubst

ance

us

e pr

even

tion

activ

ities

, in

itiat

ives

and

pol

icie

s

• E

xpla

ins

subs

tanc

e us

e pr

even

tion

and

its ro

le in

ove

rall

heal

th p

rom

otio

n pl

anni

ng

• P

rovi

des

faci

litat

ive

and

othe

r su

ppor

t whe

n pl

anni

ng

deve

lopm

ent,

impl

emen

tatio

n an

d ev

alua

tion

of a

ctiv

ities

, in

itiat

ives

and

pol

icie

s

• Id

entifi

es p

oten

tial n

eeds

for

prev

entio

n in

itiat

ives

usi

ng

mul

tiple

sou

rces

, inc

ludi

ng

popu

latio

n he

alth

dat

a an

d co

mm

unity

con

vers

atio

ns

• E

xpla

ins

the

need

for

initi

ativ

es,

activ

ities

and

pol

icie

s to

be

cultu

rally

sen

sitiv

e

• A

ssis

ts w

ith in

form

atio

n ga

ther

ing

by c

ondu

ctin

g re

sear

ch o

n sp

ecifi

c to

pics

• P

rovi

des

feed

back

on

exis

ting

yout

h su

bsta

nce

use

prev

entio

n in

itiat

ives

, act

iviti

es a

nd p

olic

ies,

in

clud

ing

how

they

cou

ld b

e im

prov

ed

• A

ssis

ts in

impl

emen

ting

new

and

m

odify

ing

exis

ting

initi

ativ

es a

nd

polic

ies

that

add

ress

the

need

s of

th

e co

mm

unity

• D

emon

stra

tes

a ba

sic

unde

rsta

ndin

g of

initi

ativ

e (p

rogr

am)

eval

uatio

n m

odel

s, p

roce

dure

s,

prot

ocol

s an

d st

anda

rds

• Fa

cilit

ates

opp

ortu

nitie

s fo

r you

th

to id

entif

y pr

even

tion

initi

ativ

e an

d po

licy

need

s

• In

terv

iew

s a

wid

e ra

nge

of

com

mun

ity m

embe

rs to

iden

tify

fact

ors

rela

ted

to y

outh

sub

stan

ce

use

• Ex

amin

es d

ata

on ri

sk a

nd

prot

ectiv

e fa

ctor

s as

they

are

re

leva

nt to

com

mun

ity h

ealth

• En

gage

s w

ith s

choo

ls a

nd o

ther

co

mm

unity

age

ncie

s to

enh

ance

th

eir p

olic

ies

on s

ubst

ance

use

• Ex

plai

ns th

e ph

ases

of n

eeds

as

sess

men

t, in

itiat

ive

(pro

gram

) de

velo

pmen

t, im

plem

enta

tion

and

eval

uatio

n

• Ex

plai

ns th

e go

als

and

outp

uts

for e

ach

phas

e, a

nd th

e ac

tiviti

es

likel

y to

be

cond

ucte

d as

par

t of

each

pha

se, a

s th

ey a

re re

leva

nt to

pr

even

tion

wor

k

• E

mpl

oys

esta

blis

hed

rese

arch

tech

niqu

es to

as

sess

the

heal

th a

nd

soci

al n

eeds

of t

he ta

rget

po

pula

tion

• E

ngag

es w

ith k

ey

stak

ehol

ders

to id

entif

y re

leva

nt o

bjec

tives

and

to

plan

, dev

elop

and

impl

emen

t co

rres

pond

ing

initi

ativ

es a

nd

polic

ies

• A

ssis

ts in

the

deve

lopm

ent

of a

ran

ge o

f sub

stan

ce u

se

activ

ities

, ofte

n as

par

t of a

m

ulti-

disc

iplin

ary

team

• Ve

rifies

that

cul

tura

lly

sens

itive

app

roac

hes

are

inco

rpor

ated

in a

ll pr

even

tion

and

outr

each

effo

rts

• Id

entifi

es a

nd m

obiliz

es

key

reso

urce

s re

quire

d to

de

velo

p, im

plem

ent a

nd

eval

uate

the

initi

ativ

e or

po

licy

• E

ngag

es y

outh

dire

ctly

in th

e de

sign

of i

nitia

tives

, act

iviti

es

and

polic

ies,

enc

oura

ging

co

ntrib

utio

ns to

sha

pe th

e ap

proa

ch, t

erm

inol

ogy

used

, st

ruct

ure,

dur

atio

n, e

tc.

• D

evel

ops

initi

ativ

es a

nd

polic

ies

that

are

sen

sitiv

e to

ge

nder

and

cul

ture

, and

are

ge

ogra

phic

ally

sui

tabl

e

• D

emon

stra

tes

form

al

anal

ytic

ski

lls re

quire

d to

fa

cilit

ate

prog

ram

eva

luat

ion

• C

olla

bora

tes

with

and

so

met

imes

lead

s m

ulti-

disc

iplin

ary

team

s in

the

com

mun

ity to

ass

ess

need

s an

d th

en d

esig

n, im

plem

ent

and

eval

uate

com

plex

and

se

nsiti

ve c

usto

miz

ed in

itiat

ives

• D

evel

ops

initi

ativ

e an

d po

licy

docu

men

ts in

acc

orda

nce

with

re

sear

ch-b

ased

evi

denc

e an

d st

anda

rds

• Id

entifi

es a

nd c

ultiv

ates

po

tent

ial f

undi

ng s

ourc

es fo

r bo

th g

ener

al a

nd s

peci

fic

prev

entio

n in

itiat

ive

and

polic

y ne

eds

• C

olla

bora

tes

and

part

ners

with

ot

hers

to m

axim

ize

in-k

ind

cont

ribut

ions

to e

ffort

s re

late

d to

pla

nnin

g, im

plem

enta

tion

and

eval

uatio

n of

pol

icie

s an

d in

itiat

ives

• S

ucce

ssfu

lly m

anag

es fu

nds

and

othe

r re

sour

ces

• P

artn

ers

with

soc

ial s

ervi

ces

and

com

mun

ity a

genc

ies

to c

oord

inat

e de

liver

y of

pr

even

tion

initi

ativ

es a

nd

activ

ities

• R

egul

arly

mee

ts w

ith s

taff

to o

btai

n up

date

s on

the

effe

ctiv

enes

s of

thei

r w

ork

• E

valu

ates

or

over

sees

the

eval

uatio

n of

the

effic

acy

of

initi

ativ

es a

nd p

olic

ies

• O

vers

ees

staf

f and

vol

unte

ers

in im

plem

entin

g pr

even

tion

initi

ativ

es, a

ctiv

ities

and

pol

icie

s

Prevention Workforce Competencies Report BEHAVIOUR INDICATORS BY LEVEL OF PROFICIENCY

COMPREHENSIVE PLANNING, IMPLEMENTATION AND EVALUATIONEXAMPLES

17

cont

inue

d on

nex

t pag

e


Prevention Workforce Competencies ReportBEHAVIOUR INDICATORS BY LEVEL OF PROFICIENCYCOMPREHENSIVE PLANNING, IMPLEMENTATION AND EVALUATION

1 =

Intr

od

ucto

ry2

= D

evel

op

ing

3 =

Inte

rmed

iate

4 =

Ad

vanc

ed

• D

eliv

ers

evid

ence

-info

rmed

ac

tiviti

es in

a ra

nge

of o

utre

ach

envi

ronm

ents

and

ven

ues

for

yout

h at

risk

for s

ubst

ance

use

• D

evel

ops

data

-col

lect

ion

tool

s fo

r ev

alua

tion

purp

oses

and

ov

erse

es o

r ga

ther

s in

form

atio

n on

dev

elop

ing

tren

ds in

the

subs

tanc

e us

e pr

even

tion

field

• M

onito

rs in

itiat

ives

, pro

gram

s an

d po

licie

s to

ens

ure

long

-te

rm s

usta

inab

ility

of th

e ob

ject

ives

• W

orks

with

com

mun

ity

orga

niza

tions

, inc

ludi

ng

scho

ols,

to a

ssis

t the

m to

in

corp

orat

e be

st p

ract

ices

in

sub

stan

ce u

se p

reve

ntio

n w

ithin

thei

r po

licie

s an

d pr

oced

ures

• M

ento

rs le

ss e

xper

ienc

ed

staf

f and

pro

vide

s m

ore

in-d

epth

und

erst

andi

ng o

f w

hat i

s in

volv

ed in

the

cycl

e of

pl

anni

ng, i

mpl

emen

tatio

n an

d ev

alua

tion

• A

dvoc

ates

for

heal

th p

olic

y w

ith

orga

niza

tions

, com

mun

ities

and

al

l lev

els

of g

over

nmen

t

• P

artic

ipat

es in

des

igni

ng

eval

uatio

ns o

f out

reac

h ef

fort

s,

ensu

ring

that

you

th fe

edba

ck is

fe

atur

ed

• P

artic

ipat

es in

eva

luat

ing

outr

each

act

iviti

es, i

nclu

ding

th

ose

prov

ided

by

one’

s ow

n or

gani

zatio

n an

d by

oth

ers

in

the

com

mun

ity

• O

vers

ees

and

coac

hes

othe

rs

invo

lved

in n

eeds

ass

essm

ent

and

initi

ativ

e an

d po

licy

deve

lopm

ent,

impl

emen

tatio

n an

d ev

alua

tion

• C

reat

ivel

y ap

plie

s ne

w

lear

ning

to re

flect

evi

denc

e-in

form

ed a

ppro

ache

s to

ne

eds

asse

ssm

ent a

nd

prog

ram

(ini

tiativ

e) a

nd p

olic

y de

velo

pmen

t, im

plem

enta

tion

and

eval

uatio

n

• O

vers

ees

the

allo

catio

n of

re

sour

ces

for

subs

tanc

e us

e pr

even

tion

serv

ices

• In

itiat

es, c

ondu

cts

or re

view

s ev

alua

tions

of o

utre

ach

activ

ities

and

initi

ativ

es a

nd

refe

rral

out

com

es a

nd,

whe

n ap

prop

riate

, pro

vide

s fe

edba

ck to

org

aniz

atio

ns a

nd

prof

essi

onal

s

EXAMPLES

18



EARLY AND BRIEF INTERVENTION, HARM MINIMIZATION AND REFERRALE

AR

LY A

ND

BR

IEF

INT

ER

VE

NT

ION

, HA

RM

MIN

IMIZ

AT

ION

AN

D R

EFE

RR

AL:

Eng

agin

g w

ith y

outh

to a

sses

s th

e si

tuat

ion

and

iden

tify

the

best

way

s to

max

imiz

e re

silie

ncy

and

min

imiz

e ha

rms

to th

e in

divi

dual

and

the

com

mun

ity th

at a

re c

ause

d by

you

th s

ubst

ance

use

.

1 =

Intr

od

ucto

ry2

= D

evel

op

ing

3 =

Inte

rmed

iate

4 =

Ad

vanc

ed

• M

aint

ains

ear

ly in

terv

entio

n fil

es

and

syst

ems,

and

coo

rdin

ates

or

dis

trib

utes

info

rmat

ion

as

requ

este

d by

sen

ior

staf

f

• D

evel

ops

or m

aint

ains

an

inve

ntor

y or

dat

abas

e of

re

sour

ces

and

supp

orts

av

aila

ble

for

yout

h

• E

xpla

ins

how

soc

ial

dete

rmin

ants

of h

ealth

link

to

yout

h su

bsta

nce

use

• E

xpla

ins

the

rela

tions

hip

betw

een

men

tal h

ealth

issu

es

and

yout

h su

bsta

nce

use

• D

escr

ibes

the

sign

s an

d sy

mpt

oms

of y

outh

invo

lved

in

subs

tanc

e us

e an

d th

e ra

nge

of b

oth

risk

and

prot

ectiv

e fa

ctor

s

• E

xpla

ins

the

diffe

renc

es

betw

een

prim

ary,

sec

onda

ry

and

tert

iary

pre

vent

ion

• E

xpla

ins

the

key

conc

epts

of

abst

inen

ce a

nd h

arm

redu

ctio

n an

d th

eir

rela

tion

to y

outh

su

bsta

nce

use

prev

entio

n w

ork

• D

escr

ibes

the

cont

inuu

m

of s

ervi

ces

from

hea

lth

enha

ncem

ent t

o tr

eatm

ent a

nd

reco

very

• P

rovi

des

info

rmat

ion

or re

fers

in

divi

dual

s to

app

ropr

iate

pu

blic

or

priv

ate

agen

cies

or

com

mun

ity s

ervi

ces

for

assi

stan

ce

• U

ses

evid

ence

-bas

ed to

ols

to

cond

uct b

rief a

sses

smen

ts

• D

evel

ops

plan

with

you

th

• Im

plem

ents

tert

iary

pre

vent

ion

met

hods

(min

imiz

ing

harm

s)

for

yout

h w

ho a

re u

sing

su

bsta

nces

• Li

aise

s w

ith tr

eatm

ent s

ervi

ce

prov

ider

s, a

s ne

cess

ary,

to

supp

ort y

outh

• D

ocum

ents

all

aspe

cts

of

serv

ice

and

refe

rral

s pr

ovid

ed

and

ensu

res

files

are

com

plet

e an

d co

here

nt

• R

efer

s yo

uth

to re

leva

nt

com

mun

ity re

sour

ces

and

appr

opria

te s

ervi

ce p

rovi

ders

ba

sed

on e

ach

yout

h’s

uniq

ue

need

s an

d cu

lture

• C

ondu

cts

on-g

oing

revi

ews

of a

sses

smen

t app

roac

hes

and

tool

s, a

nd m

akes

re

com

men

datio

ns fo

r ad

optio

n of

bes

t pra

ctic

es

• M

onito

rs a

nd e

valu

ates

the

resu

lts o

f ass

essm

ents

and

de

liver

s tr

aini

ng a

nd g

uida

nce

to a

sses

sors

, as

requ

ired

• A

ssis

ts s

taff

in le

arni

ng a

bout

ho

w s

ocia

l det

erm

inan

ts o

f he

alth

and

con

curr

ent d

isor

ders

ca

n im

pact

or

influ

ence

su

bsta

nce

use

beha

viou

rs

• Fa

cilit

ates

the

deve

lopm

ent o

f pe

er s

uppo

rt n

etw

orks

to h

elp

yout

h re

spon

d to

sub

stan

ce

use

chal

leng

es th

ey e

ncou

nter

• Fa

cilit

ates

coo

rdin

atio

n of

mul

ti-di

scip

linar

y ac

tiviti

es

• C

olla

bora

tes

with

and

so

met

imes

lead

s a

rang

e of

co

mm

unity

org

aniz

atio

ns to

co

ordi

nate

refe

rral

s be

twee

n ag

enci

es

• M

onito

rs a

nd e

valu

ates

cas

e fil

es a

nd s

yste

ms

to e

nsur

e th

ey a

re c

ompl

ete

and

to

faci

litat

e re

ferr

als

and

mul

ti-di

scip

linar

y se

rvic

e de

liver

y

• W

orks

with

oth

er a

genc

ies

to

ensu

re p

roce

sses

are

in p

lace

to

pro

vide

mul

ti-di

scip

linar

y an

d se

amle

ss a

ctiv

ity d

eliv

ery

that

is b

oth

cultu

rally

and

ge

ogra

phic

ally

app

ropr

iate

EXAMPLES

19


Prevention Workforce Competencies ReportBEHAVIOUR INDICATORS BY LEVEL OF PROFICIENCYMEDIA SAVVY

20

ME

DIA

SA

VV

Y: U

sing

a fu

ll ra

nge

of s

ocia

l and

bus

ines

s m

edia

to re

ach

yout

h, c

omm

uniti

es a

nd re

leva

nt o

rgan

izat

ions

with

info

rmat

ion

re

late

d to

you

th s

ubst

ance

use

pre

vent

ion

and

com

mun

ity h

ealth

effo

rts.

1 =

Intr

od

ucto

ry2

= D

evel

op

ing

3 =

Inte

rmed

iate

4 =

Ad

vanc

ed

• E

xpla

ins

the

influ

ence

of m

edia

as

a c

ontr

ibut

or to

idea

s,

expe

rienc

es, k

now

ledg

e an

d pe

rcep

tions

of y

outh

abo

ut th

e ac

cept

abilit

y of

sub

stan

ce u

se

• D

escr

ibes

the

impo

rtan

ce

of s

ocia

l med

ia a

s a

tool

for

max

imiz

ing

the

reac

h an

d im

pact

of s

ubst

ance

use

pr

even

tion

com

mun

icat

ion

• E

xpla

ins

whi

ch s

ocia

l med

ia

plat

form

s ar

e us

ed m

ost o

ften

by lo

cal y

outh

• S

umm

ariz

es o

rgan

izat

iona

l po

licie

s re

late

d to

hav

ing

acce

ss to

and

usi

ng s

ocia

l m

edia

• A

cces

ses

and

inte

ract

s w

ith y

outh

on

esta

blis

hed

and

emer

ging

soc

ial m

edia

pl

atfo

rms

• M

onito

rs a

nd u

pdat

es w

ebsi

te

with

rele

vant

soc

ial m

edia

co

nten

t

• In

crea

ses

yout

h aw

aren

ess

of p

rivac

y is

sues

whi

le

enco

urag

ing

them

to s

hare

th

eir

stor

ies,

hig

hlig

ht th

eir

succ

esse

s an

d re

ach

out t

o th

eir

peer

s th

roug

h so

cial

m

edia

• D

escr

ibes

the

bene

fits

of

prev

entio

n ac

tiviti

es in

non

-co

nven

tiona

l ven

ues,

and

of

usin

g so

cial

med

ia a

nd n

ew

tech

nolo

gies

to h

ighl

ight

thes

e ef

fort

s

• E

ngag

es w

ith y

outh

to d

iscu

ss

how

they

are

dep

icte

d in

the

med

ia

• E

xplo

res

with

you

th th

e be

nefit

s, s

hort

- an

d lo

ng-t

erm

di

sadv

anta

ges,

and

pos

sibl

e re

perc

ussi

ons

of s

harin

g th

eir

stor

ies

thro

ugh

soci

al m

edia

• C

halle

nges

and

opp

oses

the

depi

ctio

n of

you

th e

ngag

ing

in

subs

tanc

e us

e in

ent

erta

inm

ent

med

ia a

nd a

dver

tisin

g

• P

rovi

des

exam

ples

of h

ow

med

ia c

an b

e us

ed to

con

vey

to y

outh

pos

itive

and

neg

ativ

e m

essa

ges

rela

ted

to s

ubst

ance

us

e

• W

hen

enga

ging

with

you

th

abou

t soc

ial m

edia

and

the

Inte

rnet

, em

phas

izes

the

valu

e of

ass

essi

ng th

e va

lidity

and

cr

edib

ility

of a

ny in

form

atio

n th

ey a

cces

s on

line

• V

isits

site

s an

d ac

cess

es

soci

al m

edia

pla

tform

s us

ed

mos

t ofte

n by

loca

l you

th to

le

arn

abou

t the

ir co

ncer

ns a

nd

issu

es

• U

ses

soci

al m

edia

to e

nabl

e yo

uth

to le

arn

abou

t the

po

tent

ial f

or e

xpos

ure

to

cues

and

trig

gers

rela

ted

to

subs

tanc

e us

e

• Fa

cilit

ates

com

mun

ity’s

and

fa

milie

s’ u

nder

stan

ding

of t

he

pote

ntia

l for

bot

h po

sitiv

e an

d ne

gativ

e ef

fect

s of

soc

ial m

edia

us

e am

ong

yout

h

• D

evel

ops

and

shar

es

appr

oach

es d

esig

ned

to

enga

ge y

outh

to d

evel

op th

eir

own

med

ia m

essa

ge b

ased

on

issu

es o

f int

eres

t and

im

port

ance

to th

em

• D

evel

ops

and

shar

es m

ater

ials

, ap

ps, e

tc. t

o he

lp y

outh

ass

ess

the

cred

ibilit

y of

info

rmat

ion

they

acc

ess

onlin

e

• D

evel

ops

posi

tive

and

cultu

rally

re

leva

nt c

onte

nt fo

r m

edia

pl

atfo

rms

whe

n pr

omot

ing

heal

thy

beha

viou

rs

• D

evel

ops

key

mes

sage

s fo

r us

e on

soc

ial m

edia

• A

dvoc

ates

for

activ

ities

that

ed

ucat

e yo

uth

on th

e in

fluen

ce

of m

edia

mes

sagi

ng o

n su

bsta

nce

use

• E

stab

lishe

s an

d m

aint

ains

or

gani

zatio

nal p

olic

y on

use

of

and

acc

ess

to th

e m

edia

, in

clud

ing

soci

al m

edia

• C

reat

es fo

rum

s w

ith o

ther

ag

enci

es to

enc

oura

ge c

ritic

al

thin

king

abo

ut e

ffect

ive

use

of

med

ia to

con

vey

cons

truc

tive

mes

sage

s to

you

th

• C

olla

bora

tes

with

com

mun

ity

part

ners

to s

hare

or

leve

rage

m

edia

-rel

ated

reso

urce

s an

d de

velo

p po

sitiv

e an

d ap

peal

ing

prom

otio

nal m

ater

ials

for

yout

h us

ing

a va

riety

of m

edia

EXAMPLES



PERSONAL AND PROFESSIONAL DEVELOPMENT

21

PE

RS

ON

AL

AN

D P

RO

FES

SIO

NA

L D

EV

ELO

PM

EN

T: T

he p

roce

ss o

f con

tinua

lly d

evel

opin

g an

d im

prov

ing

skills

and

kno

wle

dge

to s

tay

curr

ent o

n de

velo

pmen

ts a

nd b

est p

ract

ices

rela

ted

to p

reve

ntin

g yo

uth

subs

tanc

e us

e. P

erso

nal a

nd p

rofe

ssio

nal d

evel

opm

ent a

lso

cove

rs

ongo

ing

enga

gem

ent i

n se

lf-ca

re p

ract

ices

bot

h w

ithin

and

out

side

the

wor

k en

viro

nmen

t.

1 =

Intr

od

ucto

ry2

= D

evel

op

ing

3 =

Inte

rmed

iate

4 =

Ad

vanc

ed

• R

esea

rche

s de

velo

pmen

ts a

nd

chan

ges

rela

ted

to s

ubst

ance

us

e in

the

com

mun

ity, s

uch

as

“str

eet n

ames

” fo

r su

bsta

nces

an

d em

ergi

ng tr

ends

in

subs

tanc

es b

eing

use

d

• S

hare

s kn

owle

dge

abou

t yo

uth

subs

tanc

e us

e in

the

com

mun

ity w

ith c

olle

ague

s

• W

orks

, with

ass

ista

nce

from

se

nior

sta

ff, to

ada

pt s

kills

, as

nece

ssar

y, fo

r w

orki

ng w

ithin

th

e cu

ltura

l con

text

of t

he

com

mun

ity

• C

ompl

ies

with

rele

vant

le

gisl

atio

n, e

thic

al s

tand

ards

an

d ru

les

of p

rofe

ssio

nal

cond

uct

• A

rtic

ulat

es c

aree

r go

als

and

plan

s fo

r de

velo

pmen

t to

supe

rvis

or

• Im

plem

ents

ste

ps to

reac

h go

als

base

d on

per

form

ance

fe

edba

ck

• E

xpla

ins

the

rela

tions

hip

betw

een

over

wor

k, in

adeq

uate

se

lf-ca

re a

nd b

urno

ut

• S

ets

pers

onal

and

pro

fess

iona

l bo

unda

ries

and

limits

to

prev

ent o

r m

itiga

te c

ompa

ssio

n fa

tigue

, vic

ario

us tr

aum

a an

d bu

rnou

t

• S

tays

cur

rent

and

eng

aged

in

deve

lopm

ents

in th

e pr

even

tion

field

thro

ugh

inde

pend

ent r

evie

w o

f re

sear

ch

• A

sses

ses

care

er in

rela

tion

to

perfo

rman

ce fe

edba

ck

• P

artic

ipat

es in

and

adv

ocat

es

for a

ppro

pria

te s

uper

visi

on fr

om

supe

riors

• S

eeks

opp

ortu

nitie

s to

lear

n ne

w

skills

thro

ugh

vario

us v

enue

s

• S

eeks

out

wor

k ch

alle

nges

and

ta

kes

othe

r ste

ps, a

s re

quire

d, to

m

aint

ain

enth

usia

sm

• Ta

kes

inde

pend

ent a

ctio

n to

im

prov

e in

are

as o

f per

sona

l and

pr

ofes

sion

al w

eakn

ess

• P

roac

tivel

y en

gage

s in

pos

itive

he

alth

beh

avio

urs

(e.g

., w

ork–

life

bala

nce,

pro

per n

utrit

ion

and

good

ph

ysic

al h

ealth

hab

its)

• B

uild

s in

form

al s

uppo

rt s

yste

m fo

r se

lf at

wor

k

• S

elf-

asse

sses

and

see

ks fe

edba

ck

from

oth

ers

to id

entif

y sk

ills a

nd

know

ledg

e ga

ps

• C

lose

s kn

owle

dge

and

skills

gap

s th

roug

h se

lf-st

udy,

con

tinui

ng

educ

atio

n an

d co

achi

ng, a

nd b

y se

ekin

g as

sist

ance

or a

dvic

e

• E

ngag

es in

reci

proc

al

lear

ning

exp

erie

nces

with

co

lleag

ues

and

supe

rvis

ors

• M

aint

ains

a n

etw

ork

of

prof

essi

onal

rela

tions

hips

• M

aint

ains

pro

fess

iona

l cr

eden

tialin

g an

d ce

rtifi

catio

n on

ow

n in

itiat

ive

and

in c

onju

nctio

n w

ith

orga

niza

tion’

s re

sour

ces,

w

here

ava

ilabl

e

• Le

vera

ges

prof

essi

onal

re

latio

nshi

ps to

sta

y cu

rren

t in

sub

stan

ce u

se p

reve

ntio

n tr

ends

and

bes

t and

pr

omis

ing

prac

tices

• B

uild

s sk

ills n

eces

sary

for

wor

king

with

in th

e cu

ltura

l co

ntex

t of t

he c

omm

unity

• R

ecom

men

ds a

ppro

pria

te

perfo

rman

ce im

prov

emen

t m

easu

res

to m

anag

ers

and

team

lead

s

• M

odel

s et

hica

l beh

avio

ur

and

faci

litat

es d

iscu

ssio

ns

of e

thic

s-re

late

d si

tuat

ions

w

ith c

olle

ague

s to

exp

lore

co

nsid

erat

ions

and

pot

entia

l so

lutio

ns fo

r et

hica

l di

lem

mas

• M

onito

rs th

e w

ork

envi

ronm

ent t

o gu

ard

agai

nst d

uplic

atio

n of

ac

tiviti

es a

nd u

nnec

essa

ry,

inad

equa

te o

r in

appr

opria

te

activ

ities

• E

nsur

es e

stab

lishm

ent o

f, co

mpl

ianc

e w

ith a

nd tr

aini

ng

on le

gal s

tand

ards

, eth

ical

st

anda

rds

and

rule

s of

pr

ofes

sion

al c

ondu

ct

• E

nsur

es tr

aini

ng p

lans

dis

play

lin

kage

s be

twee

n in

divi

dual

and

or

gani

zatio

nal g

oals

• R

evie

ws

oper

atio

nal p

lans

to

ensu

re g

oals

can

be

achi

eved

w

ithou

t jeo

pard

izin

g st

aff s

elf-

care

• E

stab

lishe

s an

d im

plem

ents

po

licie

s m

anda

ting

orga

niza

tiona

l res

pons

ibilit

y to

al

low

and

enc

oura

ge s

elf-

care

ef

fort

s of

all

staf

f at a

ll le

vels

• C

ondu

cts

appr

opria

te

supe

rvis

ory

sess

ions

with

sta

ff an

d en

sure

s th

at b

oth

team

an

d in

divi

dual

wor

k pl

ans

are

achi

evab

le w

ithou

t sac

rifici

ng

good

sel

f-ca

re

• Im

plem

ents

sel

f-ca

re

asse

ssm

ents

and

sel

f-m

onito

ring

prog

ram

s

• D

emon

stra

tes

flexi

bilit

y an

d fa

irnes

s in

sup

port

ing

the

adju

stm

ent o

f wor

k de

man

ds

for

empl

oyee

s w

ho m

ay

be e

xper

ienc

ing

pers

onal

ch

alle

nges

• E

ncou

rage

s st

aff t

o se

ek o

ut

both

per

sona

l and

pro

fess

iona

l de

velo

pmen

t opp

ortu

nitie

s

EXAMPLES

cont

inue

d on

nex

t pag

e


Prevention Workforce Competencies ReportBEHAVIOUR INDICATORS BY LEVEL OF PROFICIENCYPERSONAL AND PROFESSIONAL DEVELOPMENT

1 =

Intr

od

ucto

ry2

= D

evel

op

ing

3 =

Inte

rmed

iate

4 =

Ad

vanc

ed

• C

reat

es a

hea

lthy

wor

k sp

ace

for

self

and

take

s re

spon

sibi

lity

for m

aint

aini

ng re

ason

able

wor

k ho

urs

and

addr

essi

ng o

verw

ork

conc

erns

with

sup

ervi

sor

• A

pplie

s ne

w k

now

ledg

e, s

kills

an

d le

sson

s le

arne

d to

one

’s

job

in a

tim

ely

man

ner

• D

evel

ops

info

rmal

sup

port

sy

stem

s an

d so

cial

net

wor

ks to

as

sist

sel

f and

pee

rs in

pos

itive

se

lf-ca

re

• P

ract

ices

sel

f-ca

re a

nd

refe

rs o

ther

s ex

perie

ncin

g co

mpa

ssio

n fa

tigue

, vic

ario

us

trau

ma

or b

urno

ut to

ap

prop

riate

reso

urce

s

• C

reat

es o

ppor

tuni

ties

to s

hare

be

st a

nd p

rom

isin

g pr

actic

es

and

emer

ging

tren

ds w

ith

othe

rs in

side

the

orga

niza

tion

• A

ctiv

ely

cont

ribut

es to

bui

ldin

g a

lear

ning

cul

ture

, enc

oura

ging

le

arni

ng a

nd k

now

ledg

e sh

arin

g, a

nd a

dvoc

atin

g fo

r pr

ofes

sion

al d

evel

opm

ent

activ

ities

• S

trat

egic

ally

und

erta

kes

and

enco

urag

es le

arni

ng re

late

d to

fu

ture

ope

ratio

nal n

eeds

• U

ses

orga

niza

tiona

l cha

nges

as

oppo

rtun

ities

to d

evel

op n

ew

skills

and

incr

ease

kno

wle

dge

in s

elf a

nd o

ther

s

• P

rom

otes

, cre

ates

and

sus

tain

s kn

owle

dge

shar

ing

and

a le

arni

ng c

ultu

re w

ithin

the

orga

niza

tion

EXAMPLES

22



TEAMWORK AND LEADERSHIPT

EA

MW

OR

K A

ND

LE

AD

ER

SH

IP: D

ispl

ayin

g th

e sk

ills, k

now

ledg

e, a

ttitu

des

and

flexi

bilit

y re

quire

d to

act

as

a te

am m

embe

r, m

ento

r or

le

ader

whe

n en

gagi

ng w

ith y

outh

, col

leag

ues

and

othe

r st

akeh

olde

rs th

roug

hout

the

com

mun

ity.

1 =

Intr

od

ucto

ry2

= D

evel

op

ing

3 =

Inte

rmed

iate

4 =

Ad

vanc

ed

• A

sses

ses

wor

k pr

iorit

ies

for

self

and

seek

s cl

arifi

catio

n as

ne

eded

• A

dher

es to

set

tim

elin

es

• W

illing

ly s

hare

s th

e w

orkl

oad

of o

ther

team

mem

bers

and

as

sist

s th

em

• C

oord

inat

es o

wn

wor

k w

ith

that

of o

ther

s

• In

depe

nden

tly in

itiat

es a

nd

cond

ucts

str

aigh

tforw

ard

task

s th

at g

o be

yond

rout

ine

dem

ands

• C

ontr

ibut

es p

ositi

vely

by

shar

ing

info

rmat

ion

and

liste

ning

, acc

eptin

g an

d le

arni

ng fr

om o

ther

s’ p

oint

s of

vi

ew

• M

aint

ains

a p

ositi

ve o

utlo

ok,

show

s fle

xibi

lity

and

is o

pen

to

new

app

roac

hes

and

idea

s

• S

uppo

rts

and

embr

aces

di

vers

ity

• S

uppo

rts

team

dec

isio

ns

• E

ngag

es in

team

-bui

ldin

g ef

fort

s

• S

olic

its id

eas

and

opin

ions

from

ot

hers

to h

elp

form

spe

cific

de

cisi

ons

or p

lans

• W

orks

with

oth

ers

to s

et a

nd th

en

achi

eve

goal

s an

d ex

pect

atio

ns

• E

nsur

es th

at th

ose

invo

lved

hav

e th

e in

form

atio

n th

ey n

eed

to e

ffect

ch

ange

• P

rovi

des

mea

ning

ful f

eedb

ack

by

augm

entin

g ge

nera

l obs

erva

tions

w

ith s

peci

fic e

xam

ples

• R

espo

nds

cons

truc

tivel

y to

gu

idan

ce a

nd in

put f

rom

oth

ers

• P

rovi

des

oppo

rtun

ities

for

yout

h to

dev

elop

inte

rper

sona

l and

le

ader

ship

ski

lls to

effe

ct c

hang

e in

th

eir

envi

ronm

ent

• C

reat

es o

r ta

kes

adva

ntag

e of

op

port

uniti

es to

lear

n fro

m y

outh

le

ader

s

• C

oach

es y

outh

thro

ugh

the

proc

ess

of p

rovi

ding

sup

port

as

peer

lead

ers

• H

elps

you

th d

evel

op re

alis

tic p

lans

an

d go

als

and

resp

onds

to th

ose

plan

s an

d go

als

with

an

open

min

d

• C

reat

es o

ppor

tuni

ties

for

solic

iting

em

ploy

ee fe

edba

ck

• P

rodu

ces

real

istic

and

ac

hiev

able

wor

k pl

ans,

ac

cura

tely

ass

essi

ng s

cope

of

pro

ject

s an

d di

fficu

lty o

f ta

sks

• E

stab

lishe

s pr

iorit

ies

for

self

and

othe

rs

• M

onito

rs o

utco

mes

, ac

tiviti

es a

nd u

se o

f re

sour

ces

• U

pdat

es e

mpl

oyee

s,

man

agem

ent a

nd

stak

ehol

ders

regu

larly

on

stat

us o

f pro

ject

s

• E

ngag

es w

ith y

outh

, sc

hool

s, c

omm

unity

par

tner

s an

d ot

her

staf

f to

prov

ide

oppo

rtun

ities

for

yout

h to

as

sum

e le

ader

ship

role

s

• E

valu

ates

the

quan

tity

and

qual

ity o

f act

iviti

es p

rovi

ded

• C

halle

nges

rul

es o

r pr

actic

es

that

pre

sent

bar

riers

to

inde

pend

ent a

ctio

n an

d de

cisi

on m

akin

g

• C

onve

ys a

ppre

ciat

ion

of

the

effo

rts

of o

ther

team

m

embe

rs a

nd b

rings

ex

celle

nt p

erfo

rman

ce to

the

atte

ntio

n of

the

orga

niza

tion

• E

xerc

ises

sou

nd ju

dgm

ent

in n

ew s

ituat

ions

in th

e ab

senc

e of

spe

cific

gu

idan

ce

• E

nsur

es th

at ta

sks

requ

ired

of b

oth

lead

ers

and

team

m

embe

rs a

re c

lear

and

ac

hiev

able

• E

nsur

es a

ctiv

ities

are

mon

itore

d to

trac

k pr

ogre

ss, o

utco

mes

an

d op

timal

use

of r

esou

rces

, an

d ad

just

men

ts a

re m

ade,

as

need

ed

• D

eter

min

es a

nd c

omm

unic

ates

ob

ject

ives

, prio

ritie

s an

d st

rate

gies

that

pro

vide

dire

ctio

n fo

r th

e or

gani

zatio

n

• E

nsur

es th

at p

olic

ies,

sy

stem

s an

d pr

oces

ses

are

impl

emen

ted

and

revi

ewed

pe

riodi

cally

to s

uppo

rt

cont

inuo

us le

arni

ng, t

eam

wor

k an

d im

prov

ed p

ract

ices

am

ong

staf

f

• A

ssem

bles

team

s w

ith

com

plem

enta

ry s

kills

and

pr

omot

es th

e ex

pect

atio

n th

at

they

will

lear

n fro

m o

ne a

noth

er

• D

eleg

ates

aut

horit

y to

mat

ch

resp

onsi

bilit

y an

d ho

lds

staf

f ac

coun

tabl

e fo

r ag

reed

-upo

n co

mm

itmen

ts

• P

rovi

des

new

info

rmat

ion

or

data

to k

ey d

ecis

ion

mak

ers

or

stak

ehol

ders

to e

nhan

ce th

eir

unde

rsta

ndin

g an

d de

cisi

ons

EXAMPLES

23

cont

inue

d on

nex

t pag

e


Prevention Workforce Competencies ReportBEHAVIOUR INDICATORS BY LEVEL OF PROFICIENCYTEAMWORK AND LEADERSHIP

24

1 =

Intr

od

ucto

ry2

= D

evel

op

ing

3 =

Inte

rmed

iate

4 =

Ad

vanc

ed

• D

ispl

ays

effe

ctiv

e pr

oble

m

iden

tifica

tion

and

solu

tion

skills

, ev

en w

hen

resp

ondi

ng to

co

mpl

ex o

r se

nsiti

ve is

sues

• Fa

cilit

ates

col

labo

ratio

n an

d co

oper

atio

n w

ithin

and

acr

oss

team

s to

ach

ieve

com

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EXAMPLES


Prevention Workforce Competencies Report APPENDIX: THE STORIES

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When Layla entered high school, her level of substance abuse escalated. When things grew very bad, she went to Jackson with her family members, saying she’d decided to go into treatment. Jackson and her family connected her with the appropriate services, which included the youth advisory committee (many young people). She changed the people she was hanging out with and improved her life significantly. The health promotion approach and peer support were crucial to her success. She was also connected to an Elder who helped her gain insight and she became more involved with and committed to her cultural beliefs.

Layla turned a corner. She now has a loving, close relationship with her child. She finished high school and sits on the youth advisory council that Jackson runs, where she provides peer-to-peer support. She went from using substances to leading conversations about not using substances. The opportunity to be a respected member of the community and to play a leadership role helped to focus her efforts, as did the Elder who helped her connect with her heritage and the culture that helped to ground her.

The Family as a SystemCaitlin, who worked as a school counsellor in Northern Canada at the time, told this story. She believes it typifies many of the drug and alcohol abuse issues she saw there.

Rosie, a high-school student, was caught using drugs around the school. Her parents approached Caitlin and asked her to help them. When Caitlin asked them where they thought their daughter got the hash, cannabis, cigarettes and alcohol she was using, they replied that they gave the substances to her because she asked for them.

This was not unusual. Many of the youth Caitlin worked with were forced into supplying drugs to their parents or grandparents or felt forced to do so, and vice versa. The fact that some community leaders were well-known drug users complicated the situation; Caitlin thought it probably allowed family members to think that substance use is acceptable.

Caitlin talks a lot about power and choices and looking at individual power to make one’s own decisions. Caitlin provides sessions to everyone (youth and parents) and these meetings are based on trust. She believes that if trust is established, youth can reach the stage where they can be honest with parents about how their parents’ drug use affects them and how their parents’ drug use compares to their own. She says that if you think you can do anything in isolation, you’re fooling yourself and you won’t get anywhere.

APPENDIX: THE STORIESParticipants in the preliminary focus groups of frontline staff provided narratives that illustrated their prevention efforts with youth. Some of these are true stories about particular youth (names have been changed) and others amalgamate stories about several youth.

Note that these stories are in the words of the focus groups and have been edited by CCSA only for grammar, sentence structure and continuity.

The Power of a Candid Relationship, Time and PatienceJackson met a young Aboriginal woman, Layla, when she was 11 years old. She was already smoking and drinking and having a tremendous amount of trouble at school. The counsellors at school were unable to help her. Jackson, a former addict who had served time in prison, had given talks at the school about substance abuse, and he had been candid about his background. He presented jointly with the RCMP to teach the kids about the reality of the criminal justice system and that the consequences of drug use can involve contact with the criminal justice system. He says being in recovery has been one of the most important aspects of his ability to build rapport with the kids.

The kids attending Jackson’s presentations learn about Jackson and see his mug shots, which opens the door to conversation. In the process of that conversation, he builds a level of trust. Jackson is able to say he’s been there (addicted to drugs and in jail) and tells them the truth about what can happen when they use substances. Jackson believes that telling kids not to do drugs might make them more likely to do so. He also believes that a one-time effort (presentation or intervention) will have no lasting effects; if you build a relationship and speak one-on-one over time, there will be lasting effects.

Layla wanted to talk with Jackson because she could relate to various aspects of his story. At 13, she became pregnant; she told people about the pregnancy seven months after conception. She birthed the child and went back to grade 8. The child went to a familial setting and was close to her. She went through a time when she needed to be close to the father and remained in tremendous trouble in school.


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Rosie’s parents told Caitlin that they felt they couldn’t say no to her because she would threaten them with committing suicide. Caitlin worked a lot with Rosie, her parents and her brother, and her efforts were successful. Rosie stopped her drug use and her father cut down drastically. Both Rosie and her younger brother are doing extremely well. Both finished high school: one is in college and the other is working for the government. Caitlin says they’re both smoking cigarettes and she thinks it’s possible that they may be using substances but, in her opinion, neither is abusing substances.

Caitlin believes that a key factor contributing to Rosie’s success and the success of others she knows is helping youth realize they have power and control over their decisions. She also thinks that her being clear about the ground rules in her sessions with youth and parents helps people to be comfortable and forthcoming because they know there will be no surprises.

The Power of Youth-to-Youth ApproachesWhile working in the treatment world, Alec began to examine the issue of serious marijuana use. He began by speaking to youth in schools to find out what was of interest to youth who were involved with or affected by marijuana use. Alec quickly realized that the solution was a harm reduction approach that began by acknowledging the issues related to frequent marijuana use by youth.

To tailor a program effectively for the local population, the youth Alec worked with were invited to identify what they wanted to learn in a program designed to deal with the issues related to serious marijuana use. Alec quickly realized that decreasing serious marijuana use by youth did not involve challenging their opinions; rather, it involved reducing risk and applying information surrounding its use.

As Alec and his colleagues moved forward in their research, the principal of the school allowed two students who had been expelled for selling marijuana, thereby bringing harm to other students, to participate. These former dealers became advocates, which Alec attributes to the non-threatening leadership and youth engagement.

One of the outcomes that Alec’s team wanted to establish was what the next steps should be. From a prevention perspective, the youth were asked: what do you want to see and how do you want to move forward and prevent future harm? There was an outreach liaison component in that Alec’s team discovered what youth wanted to move forward in their lives and to learn about services and resources available for them.

Alec and his youth advocates convened a group of 12 young people in high school who were considered problematic — either suspended or expelled dealers with a history of serious marijuana use — as peer advocates. Guided by what this group had to say about meaningful interaction and messages, they developed eight sessions that were open to interested youth in the school. These interactive sessions were designed to encourage dialogue and it was hoped that the youth would open up.

The objectives of these sessions were to promote good behaviour, and problem-solving and decision-making skills, and to switch bad behaviours to good ones. The Behavioural Competencies were very important to the service provider establishing a climate of receptivity; that is, the guidance they provide enabled Alec to establish an environment where youth were receptive. Everyone agreed that a connection is number one! The ability to have rapport with the kids is paramount. If you lack such skills, you can’t accomplish much.

The Power of Holistic and Youth-to-Youth ApproachesTen years ago in our community, organizations were pretty much stand-alone. Since then, the Health and Wellness Centre and the Sports and Recreation Association have worked together to promote a drug-free lifestyle by sharing resources to fund activities for the kids. This work was initiated by one woman who worked with youth dealing with the intergenerational effects of residential schools. The parents of these youth couldn’t convey love to them because they were too desensitized by their experiences in residential schools. This situation inspired the organizations to work together.

The service providers acknowledged that there are some community-building advantages in small areas like ours, because people know their community and that makes organizing easier. However, community building in big cities is possible by forging small communities.

Integrating services is very important. By coordinating with others, we avoid having two organizations offering the same services to one youth. Further, the holistic approach is good because there are intersections (sports, drug-free lifestyle, etc.) that afford opportunities for service providers to be multifaceted. For instance, a service provider can teach youth both sports and life skills simultaneously. This allows the youth and service providers to become, and stay, close. It ensures that youth feel safe coming to us with any problems and sharing their experiences. In turn, we are expected to act as role models and leaders.


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The key lesson we have to share is that allowing a group of at-risk youth to help create a program is the best method for program development, because programs developed with input from youth are more relevant to youth. We also learnt that focusing on the positives rather than the negatives has a tremendous benefit. When thinking of a program name, we suggest avoiding terms like drug prevention and recommend using another activity instead. We also suggest using positive statistics; for example, instead of saying how many youth use drugs, say how many do not.

A Successful Engagement Process Starts with AssessmentOur approach to school-based prevention begins by assessing the climate of the school — conducting an environmental scan or, if you will, a needs assessment. Important parts of the assessment process include:

• Lining up allies by finding out who’s on board with a strength-based perspective. That means that a part of the assessment is actually relationship building. If a key ally in the school administration leaves, the program can change completely.

• Early engagement with school employees. We ask to be involved in a staff meeting; we ask school employees to meet with us in small groups and we ask them what is going well and what challenges they are experiencing. This information allows us to get a sense of what is needed and what needs to be done.

• Early engagement with youth. We try to meet with the youth as soon as possible, because they actually know what’s going on.

• Use of a youth forum. We use a youth forum to hear from youth advocates, youth workers, teachers, and police and program developers, as well as youth, to describe what youth need, what youth want and what drugs youth use. We then compare the answers of all those invited (youth advocates, youth workers, teachers, police and program developers) with the answers from youth. We’ve found that the descriptions from police, teachers and program developers were way off from the descriptions of youth, youth workers and youth advocates.

Once we’ve conducted this initial assessment, we work with our allies to convince the school administration to allow us in. The language used by the school and the language we use affects our success in delivering a school-based prevention program.

Being a role model and leader is important to young people in the community. It also is a powerful incentive for potential service providers, who must live a drug-free lifestyle for at least two years prior to working with these youth. The idea of being a leader is part of the success of the community’s approach, as it affords the youth the opportunity to look up to leaders and become leaders themselves.

The Impact of Sudden, Imposed ChangesThe Boys and Girls Club in our community was once very youth driven and it hosted dances and club nights. At first, we were relaxed about substance use because we figured the youth were in a safe environment at the organization’s events. When the organization imposed a zero-tolerance policy on substance use, 85% of youth stopped showing up and many of those who did show up had consumed substances.

In trying to understand the failure of the dances and club nights, we learned that one major issue was that policies and procedures require youth input, and not just brief input, but continuing engagement. The major lesson learned was that forcing a radical shift in position caused difficulty and was not effective. It is all relationship-based; it is a matter of engaging with these people and slowly integrating messages and lessons demonstrating the value of living alcohol- and drug-free lives. Prevention workers must be slow to teach and never judge.

The Benefits of Youth OwnershipWe tried to connect with a population of youth by offering a group called Drug Abuse Group. Not many youth showed up, so we thought we would change the group name to something more positive. Once the name was changed to something more appropriate, we had a better turn out. We learnt that if you don’t have the right language, youth won’t show up. Despite having a much better turn out, we thought we could connect with still more youth.

We decided that we needed to develop a program. We approached a group of at-risk youth (drug users) and asked them if they would help us develop a program for their friends. They agreed and, as a result, our program has the terminology, viewpoints and ownership of youth. Our program is currently a huge success and, because it was developed by friends of our target population, we have a more committed audience. Furthermore, the at-risk youth involved opened the door for others by talking about their drug use. This both demonstrated that they were respected and provided an opportunity for them to open up safely to the prevention workers tasked with creating the program.


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Eventually, we work with teachers and counsellors to develop an effective plan that can be built into the curriculum. There are different models, some of which are tailored to individual schools and others that are tailored to broader local needs and shared. It is important to have enough service providers involved to implement the program and maintain continuous engagement (checking up on the school personnel, administering the program and continuing to assist with it as required).

Generally, we have a foundation program and tailor it to the schools. We start with concurrent disorders and preventative skill building — self talk, sleeping, hygiene, life skills, etc. We follow up with staff and they in turn are expected to follow up with the students.

Treatment plus PreventionEnforcement officers and counsellors end up working with youth who have already been affected by substance use or abuse. We therefore do prevention and intervention at the same time. This means that as we intervene, we are constantly working towards prevention. We try to understand what is keeping drug-abusing youth where they are and what their goals are. We then try to figure out what roadblocks are preventing them from accomplishing their goals. We tailor prevention and intervention approaches, as much as possible, to the individual youth. This involves discovering what motivates the youth to accomplish their goals and what hinders them from doing so. In other words, we figure out the individual motivation for change.

The key to a successful prevention and intervention approach is showing youth respect, as doing so provides an incentive for them to better themselves. Showing youth respect and affording them an opportunity to contribute and become leaders are some of the most powerful incentives a prevention worker can offer. Therefore, one must have the skill to provide respect as an incentive. As incentives are not always explicit, we must build in incentives to our prevention programs that are implicit, such as showing respect to youth. We need to find leverage with the kids; we should be their cheerleaders and be excited when they are not using.

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