PRC Training: Data Sharing to Capture the Bigger Picture
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PRC Region 8 training on data sharing, presented on Wednesday, February 17th.
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PRC Training: Data Sharing to Capture the Bigger Picture
- 4. Youth Prevention Programs Project Heart (8-13) Middle School (6th – 8th) Adolescent/Teen (14 – 18) Hype Production Alternative Programs Adult and Family Services Assessment and Referrals Project ADELANTE WORC Project Resource Center Brochures DVD/CD Posters Fact Sheets Community Coalition The Circles of San Antonio Education and Training Drugs & Alcohol Trends Workplace Court Mandated www.PRCRegion8.org
- 5. The PRC Region 8 is one of 11 PRCs across Texas funded by the Texas Department of State Health Services (DSHS). We cover 28 counties in South Central Texas. www.PRCRegion8.org www.PRCRegion8.org
- 6. PRC Purpose • Our purpose is to enhance and improve the substance abuse prevention services throughout the State of Texas with our focus on the state’s three priorities of alcohol (underage drinking), Marijuana, Prescription drugs, Tobacco and other drugs. www.PRCRegion8.org
- 7. The Purpose of the Regional Needs Assessment (RNA) The regional needs assessment is a document developed with state, regional and local data to provide the community at large with a comprehensive view of information about the trends, outcomes and consequences associated with drugs and alcohol Consumption Alcohol Marijuana Non-Medical Prescription Drug (NMDP) Use Regional Observations of Substance Tobacco www.PRCRegion8.org
- 8. How to Use the Regional Needs Assessment (RNA) To identify SA patterns and trends overtime. To identify gaps and strengths in data and resources. To identify differences in SA across communities. To make DDD to support policy decisions and grant writing activities. www.PRCRegion8.org
- 9. Community Agreement with PRC 8 • Provide the PRC with any data that may contribute the data repository (alcohol (underage drinking), marijuana, and prescription drugs). • Assist the PRC with networking and coordination to help collect data and identify resources for the regional data collection. • Assist PRC in promoting community efforts to raise awareness and generate support in attending PRC presentations on local, county regional data collected for RNA. • Offer networking assistance to strengthen prevention efforts in our community. We WANT You.. To Partner with us!
- 10. Survey Time!!
- 11. Using Turning Point • Audience Response System • Choose your answer, only records answers once. • Poll closes after all votes are recorded.
- 12. Enteransw ertext...Enteransw ertext...Enteransw ertext...Enteransw ertext... 0% 0%0%0% Who Is Your SA Spur Player? A. Tim Duncan B. Tony Parker C. Manu Ginobili D. Kawahi Leonard E. The Coyote
- 13. Have your ever attended a drug and alcohol abuse prevention training at your work/school? A. Yes B. No C. Don’t Know Yes No Don’tKnow 0%0%0%
- 14. Would you like to attend a drug and alcohol abuse prevention training/event at your work/school? A. Yes B. No C. Don’t Know Yes No Don’tKnow 0%0%0%
- 15. Do you know where you can get help/educated for alcohol or drug related problems or concerns? A. Yes B. No C. Don’t Know Yes No Don’tKnow 0%0%0%
- 16. Do you know how to recognize/explain signs of alcohol or drug use or abuse in a friend, family member, co-worker or individual? A. Yes B. No C. Don’t Know Yes No Don’tKnow 0%0%0%
- 17. I am a: (choose all that apply) A. Student B. Work in the MH or SA field C. Veteran D. None of the Above Student W orkin the M H orSA field Veteran Noneofthe Above 0% 0%0%0%
- 19. Get into groups based on the decade you graduated from high school: 1950s, 1960s, 1970s, 1980s, 1990s, 2000, 2010s. www.PRCRegion8.org
- 20. Group Activity- Decades In your groups answer the following questions: o What were some of the messages you received about substance abuse when you were growing up? o What are some of the messages you received about wellness and emotional well-being when you were growing up? o What types of prevention programs do you recall participating in? What were the messages delivered in these programs? o How do these experiences affect your attitude and current approach to addressing substance use? Assign someone to report out. www.PRCRegion8.org
- 22. www.PRCRegion8.org What is the Strategic Prevention Framework? • The five steps of the SPF guide prevention professionals in planning, implementing, and evaluating effective evidence-based prevention efforts that reflect cultural competence and show sustainability. • The effectiveness of this process begins with a clear understanding of community needs and involves community members in all stages of the planning process. http://www.samhsa.gov/spf
- 23. Step 1: Assessment • Prevention professionals gather and assess data from a variety of sources to ensure that substance misuse prevention efforts are appropriate and targeted to the needs of communities. • Data help to inform the identification and prioritization of substance misuse problems, clarify those problems’ impact on communities and vulnerable populations, and assess the readiness and resources needed to protect against those problems and their consequences. www.PRCRegion8.org http://www.samhsa.gov/capt/applying-strategic-prevention-framework/step1-assess-needs
- 24. Step 2: Capacity • Focuses on identifying resources and readiness for addressing substance misuse in communities. • States and communities must have the capacity— that is, the resources and readiness—to support their chosen prevention programs and interventions. Programs that are well-supported are more likely to succeed. www.PRCRegion8.org http://www.samhsa.gov/capt/applying-strategic-prevention-framework/step2-build-capacity
- 25. Step 3: Planning • Shows how to plan effectively by prioritizing risk and protective factors and building logic models. • Planning increases the effectiveness of prevention efforts by ensuring that prevention professionals and their stakeholders work toward the same goals. • Three important parts of the planning phase are: – Prioritizing risk and protective factors identified in Step 1: Assess Needs of the Strategic Prevention Framework (SPF) – Building a logic model for your program – Selecting effective interventions www.PRCRegion8.org http://www.samhsa.gov/capt/applying-strategic-prevention-framework/step3-plan
- 26. Step 4: Implementation • Prevention professionals develop action plans to implement their chosen prevention intervention. • An action plan is a written document that lays out exactly how you will implement your selected evidence-based intervention, which may be a program, policy, or strategy. The action plan describes: – What you expect to accomplish? – Specific steps you will take to reach goals? – Who will be responsible for doing what? www.PRCRegion8.org
- 27. Step 5: Evaluation • Evaluation quantifies the challenges and successes of implementing a prevention program. • The evaluation step of the Strategic Prevention Framework (SPF) is not just about collecting information, but using that information to improve the effectiveness of a prevention program. After evaluation, planners may decide whether or not to continue the program www.PRCRegion8.org
- 28. SPF in Action Five steps: 1. Assessment 2. Capacity 3. Planning 4. Implementation 5. Evaluation Source: SAMHSA- SAPST Training
- 29. Lets Talk about Data • Key Concepts- Understanding Assessment • Types of Data • Pros & Cons of Data Collection Methods • Data Sources • Examining Data • Data to Collect Source: SAMHSA- SAPST Training
- 30. IDENTIFY ISSUES • Formulate Questions that Help Define the Inquiry – Public Health Questions • What? Substance use and other behavioral health problems • Who? The population that is the focus of the intervention(s) • When? Developmental stage of the focus population • Where? Contexts that influence health • Why? Risk and protective factors • How? Strategic Prevention Framework (SPF) Source: SAMHSA- SAPST Training
- 31. UNDERSTAND ISSUES • Digging Deeper into the Questions to Extend the Inquiry • Issues, Questions, and Relevant Data • Displaying the Collected Data • Analyzing Data • Conducting Data Analysis • Data Overview
- 32. ACTIVITY – Match Up Get in small groups. Refer to Worksheet 2.9: Activity – Match Up: o From List 1, select three risk factors for underage drinking. Write these on your chart. o From List 2, determine which data indicators fit with each of the risk factors you selected. Write these on your chart. o From List 3, identify the source for the data. Write this on your chart. Assign someone to report the groups’ answers.
- 33. Risk Factor for Underage Drinking is Easy Social Access Which Data Indicator is Correct? A. Number of liquor outlets B. Number of house parties C. Number of ads on public transportation D. Student reports on peer norms Num berofliquoroutlets Num berofhouse parties Num berofadson publictra... Studentreportson peernorm s 0% 0%0%0%
- 34. Sources of Data Which one would we use? A. Police Department B. Health Department C. School District D. Social Services Police Departm entHealth Departm ent SchoolDistrict SocialServices 0% 0%0%0%
- 35. Goals • Identify Issues • Understand the Issues • Make an Assessment • Plan for Action using Logic Model • Call for Action • Evaluate Outcomes and Dissemination
- 36. Tips to Remember about Data Examine different kinds of data Look for relationships and patterns Notice any data gaps Be aware that not all data are equal Source: SAMHSA- SAPST Training
- 37. Collect the Appropriate Data Consumer Reports Scientific Energy Business Finance Agriculture Education Manufacturing Ocean Public Safety
- 38. Analyze the Data in a Meaningful Way
- 40. Paint your Picture • 85% Passed • 90% Increase • 50% Occupancy • ½ Full • 15% Failed • 10% Decrease • 50% Vacancy • ½ Empty
- 42. Buckeye Cornish Hen Daffy Duck Duck Bill Dutch Bantam Elmer Fudd Fowl Tail Fried Chicken Geese Gizzard Island Gray Jungle Fowl Green Jungle Fowl Laying Hen Leghorn Legquater Liver Island North Neck Pheasant Poultry Claw Rhode Island Red Roasted Hen Rooster South Neck Turkey Neck Webb Foot Wing Tip Wish Bone
- 43. Questions from the Audience
- 44. Recruitment for Advisory Group Every 3rd Tuesday of the month from 1:30pm – 2:30pm, before the COSA Coalition Meeitng.
Hinweis der Redaktion
- Introduce self, introduce team.. My name is Gyna Juarez, program director. Thank you for being here today, we have a full house so instead of the conventional introduction, please turn to your neighbor, or someone you didn’t come with and introduce yourself, tell them what brought you here today.
- Now that we are all acquianted and hopefully made some new contacts, let me welcome you to SACADA.
- Introduce team, Teresa to be introduced last.. to talk about PRC. The San Antonio Council on Alcohol and Drug Abuse (SACADA) provides education, youth prevention programs, information resources, and services aimed at preventing alcohol and drug abuse. SACADA integrates multiple prevention strategies that target children through evidence-based curricula. Of those we serve, 80% are from economically disadvantaged homes and are at risk for substance abuse, as well as other problems like school dropout and poor mental health. Project Heart targets children ages 8-13 and their parents/teachers for education about self-worth, positive and nurturing internal experiences, and empowerment. Middle School Youth Programs target 6th-8th grade students to work on self-esteem, peer pressure, healthy choices, and decision making through lessons and games. The Adolescent and Teen Program is an intensive outreach and intervention program to help 14-18-year-olds resist substance abuse, incorporating motivational activities, games, role-playing, and social skills training. HYPE Productions is a “prevention performing arts” group of adolescent ambassadors for a drug-free lifestyle. Teens use music and dance to communicate prevention methods to their peers. SACADA Prevention Specialists are also available to present general tobacco, alcohol, and other drug awareness presentations to parents or youths. We provide fun, interactive, tobacco- and drug-free alternative activities. SACADA provides drug and alcohol Assessments (Evaluations) and Referrals to services as needed. SACADA also provides court ordered services for those referred to our agency. Project ADELANTE provides intensive case management to young men ages 18-50 who have been formally incarcerated. The goal is to prevent future offenses and help them live successful lives in our community. The WORC Project (Web Oriented Recovery Care) encompasses all aspects of recovery services. An individual with a drug or alcohol problem can log onto the www.recoverytexas.org and chat privately with a recovery coach. The SACADA Resource Center offers brochures, books, DVDs, posters, and other information relating to drug education and prevention. Circles of San Antonio (COSA) is a collaborative community coalition of agencies and individuals who promote public awareness about consequences of underage drinking, drinking and driving, and other drug use and abuse. Educational and Training Programs are provided for professionals, youth, clergy, and teachers as requested on drug and alcohol trends and prevention. Workplace Training assists small businesses in revising or developing staff policies and programs, and training supervisors. We provide education, intervention, and referrals to families in need. SACADA provides Court-Mandated Education classes to youth and adults whose lifestyle choices have put them at risk of addiction: Alcohol & Tobacco Awareness (MIP), DWI Education, Alcohol & Drug Awareness Education Program (ADAEP).
- Connect the public health questions to the Strategic Prevention Framework (SPF) by explaining that: The SPF answers the public health question, “How will we do substance abuse prevention?” The SPF is a strategic planning process that CSAP uses to guide communities and states with developing and implementing comprehensive substance abuse prevention activities. Ask the participants to raise their hands if they have been to a workshop or training on the SPF. If a large percentage say yes, then consider doing a review of the SPF in the following way: Break up participants into 7 groups. Assign each group one of the five steps, sustainability, or cultural competency. Within their group, have them discuss what they know about that step, sustainability, or cultural competence. Provide an example from a community that has gone through all of the steps. Integrate audience knowledge of the overall SPF into the following overview statements (lead with the audiences’ knowledge): The Strategic Prevention Framework—or SPF—is a 5-step planning process to guide the selection, implementation, and evaluation of effective, culturally appropriate, and sustainable prevention activities. (Provide examples of each step) In the middle of the SPF is Culture and Sustainability Ask participants: - How can culture impact this process? - What do you think of when I say sustainability? The effectiveness of this prevention planning process begins with a clear understanding of the specific substance abuse problems in a community and depends on the involvement of community members in all stages of the process. The SPF is dynamic, deliberate, and ongoing. Also, it isn’t always a linear process; steps can be repeated or performed out of order. Each of the steps will be explained in greater detail later in the training.
- Connect the public health questions to the Strategic Prevention Framework as follows: “We need a strategic planning process in order to answer the public health questions and determine what interventions will be most effective for addressing the specific problems in a community. This training will give you a basic understanding of the SPF process and the connection between the different steps.” Re-iterate these points about the SPF: The SPF is not a linear process—the steps may be done out of order or repeated. There is a connection and overlap between all of the steps. Sustainability and cultural competence are in the center because they are integrated into each of the steps. The SPF is an effective planning process that may be used in communities, states, jurisdictions, and tribes.
- refine a vision for data use, form and launch a data team, assess the status of data use, and identify gaps between the current and desired state (vision for data use). Getting Ready also illustrates how the concepts and tools that are presented in the context of use by a data team can be used to establish and/or support population. Supporting Data Use- Data-driven decision making has been a focus of attention in prevention for many years. Yet, many are reluctant or even resistant to calls or collaboration by their leaders to use data and make decisions based on data. In some cases, this is because people have a narrow view of data as simply the reports of standardized test results that annually arrive on their desks and in their inboxes. In other cases, it is because the call for using data is perceived as a call for dramatic changes. It establish or enhance the collaborative processes necessary to create a culture to meet the needs of today’s communities. An essential first step in creating this culture is to understand the current perceptions about using data with your focused population Data Usefulness -Without useful data, stakeholder groups can lose faith in the value of data and become discouraged. At worst, leaders can use poor data—data that are old, that are not disaggregated, or that are presented in confusing or inaccurate ways—and draw false conclusions about needs. This can result in actions driven by wrong information or poor interpretations that can actually cause harm. It is important to put safeguards in place to ensure the usefulness of the data. Access to useful data can lead to greater levels of data use and ultimately to improved outcomes. The usefulness of data increases by: Using multiple measures to ensure relevance and the ability to triangulate from more than one data set Making sure data are well organized and presented in data displays that are easy to interpret Using accurate data that have been standardized and cleansed Making data available to stakeholder groups before the data shelf life has expired Disaggregating data for analysis across multiple factors Data capacity is the next condition for data use. Without the capacity to access, understand, and use the available data, no amount of data (highly useable or not) will lead to meaningful data use. Data capacity includes: Organizational factors such as team structures and time to analyze data, collaboratively develop norms, and clearly define roles and responsibilities that support data use Technology that can integrate data from multiple sources Conditions for Data accessibility that allows multiple users to have access to data in formats that are easy to interpret Data literacy and assessment literacy skills so data consumers know how to analyze multiple types of data and properly interpret results can improve data capacity by ensuring there is adequate professional development on how to analyze and interpret test results, setting aside time for instructional and administrative teams to meet and discuss data, and establishing processes and procedures for accessing relevant data. Data Culture A culture of data use can only develop if data usefulness and capacity are in place. A strong data culture results when an organization believes in continuous improvement and regularly puts that belief into practice. Communities or organizations that have a strong data culture emphasize collaboration as a keystone for success, and they empower all involved to make decisions for which they are held accountable. Elements of a strong data culture include: Commitment from all stakeholder groups to make better use of data A clearly articulated vision for data use Beliefs about the efficacy of teaching and the value of data in improving teaching and learning Accountability for results coupled with empowering all involved to make Data-driven decision making Modeling of data use by leaders Commitment to making ongoing Data-driven decision making improvements A culture of collaboration at all levels Data Collection, Storage, and Dissemination The data team can inventory the type of data available, the format in which the data are provided, and how the data are currently used. By conducting the inventory, the data team can begin to paint a picture of the data resources that are currently available, how the data are being used, and what additional data might better support inquiry. For the available data to further the inquiry process, they must be complete, accurate, and timely. While the quality of the data is also an important issue to explore, the collection and distribution tools and processes need to be efficient and effective to ensure that quality data are available and useful. you laid the foundation to support the work of the data team as it moves forward in establishing or strengthening a culture of inquiry and data use. You developed a vision for data use with broad input from stakeholders throughout the your focus population. The data team assessed the current state of data use, compared the findings to the vision, and identified gaps to be addressed as it moves toward the systemic use of data and the process.
- In Identify Issues, the data team will begin to formally use the SPF and logic model by identifying issues to investigate. The analysis of the current state of data use conducted as part of Getting Ready will provide good information to begin identifying issues related to data use and building a culture of inquiry. In Identify Issues, the data team will identify additional issues to be investigated at different levels and will learn how to formulate questions to focus these investigations. The team will learn data use terms and concepts and will explore the types of data available to answer their focusing questions. What Makes a Good Issue to Investigate? Identify a Priority Issue to Investigate? What Type of Data Should Be Used? Not All Data Are Created Equal Formulating Questions from Identified Priority Issues Focusing and Clarifying Questions Developing the Capacity to Effectively Analyze Data Review the public health approach, which answers the questions on this slide – What? – What substance use and other behavioral problems need to be addressed? Who? – Who will the intervention(s) focus on? Will it be everyone or a specific population group? When? – When in the lifespan—or at what specific developmental stage—is the population group that the interventions focus on (e.g. adolescence, young adulthood). Where? – Where should the interventions take place? Prevention takes place in multiple contexts that influence health and where risk and protective factors can be found—in families, communities, and society. Why? – Why are these problems occurring? This refers to the risk and protective factors. How? – How do we do effective prevention? This refers to a planning process—the Strategic Prevention Framework—that will be used to determine what prevention and wellness interventions will be most effective for a specific population group. Identify Issues has helped the data team identify and begin the investigation of a significant priority issue in its focused group or population. The team has developed a focusing question to guide the collection and analysis of relevant data and has built a common understanding of data use terms and concepts to support them as they conduct the analysis. Next, Understand Issues will provide a structure to support the analysis of the data the team has collected and will extend the team’s data literacy and its capacity to deepen the investigation of the identified issue.
- the team will move the inquiry forward by looking closely at the data collected to answer the focusing questions. The team will learn to cull the high-level data relevant to the focusing questions from all the available data and how to display these data in a format that will facilitate preliminary analysis. Through this high level analysis, the team will begin to identify the story that the data have to tell, as well as refine its capacity to display the data in a way that will best communicate the story to the audience that is able to t take action on the identified issue. Analyzing Data- Good data analysis uncovers the story to be told by data. Data analysis should be a collaborative effort that involves data team members and other stakeholders. Collaboration among stakeholders with knowledge and interest in the priority issue will provide the context to promote effective data analysis. The data analysis process starts with a clear understanding of the issue and focusing question that will guide the inquiry. With those in mind, we can take a hard, objective look at the data that are directly related to the focusing question. Our thoughtful, objective observations can give rise to reasoned inferences that may lead to more questions or to tentative conclusions. The data overview is a structured process that will help data teams present data about a focusing question to an appropriate audience in a format that will engage them in the data analysis process and promote their buy-in. Understand Issues has helped dig more deeply into the issue that was identified in Identify Issues. learned about the structure and functions of good data displays and practiced constructing displays. Understand Issues introduced data analysis process to dig into the data related to a focusing question. learned the structure and function of a data overview presentation that can be used to engage an appropriate audience in the inquiry process.
- ACTIVITY – Match Up Purpose – Connect risk factors with their specific data indicators and data sources. Time – 20 minutes Instructions – Have participants form small groups. Refer them to the Worksheet 2.9: Activity – Match Up Select three risk factors for underage drinking from the first list. Write them on the accompanying chart. Determine which data indicators from the list below would fit with each of the risk factors you selected. Write this information in the chart. (Again, if necessary, explain what data indicators means) Identify the source for the data, and write it in the chart When participants are done, have the groups take turns sharing.
- Identify Issues helps formulate the questions that will drive data collection and analysis that leads to the identification of substance use problems and related behaviors problems. The component includes resources and protocols to help clearly articulate questions and identify the data needed to answer them. Learn how to Identify substance use problems and related behaviors Understand Issues moves to the next step in the inquiry process by beginning to analyze data, generate clarifying questions to focus on how to assess the risk and protective factors that influence (or contribute to) the problems, and identify data needed to dig deeper into the issue and problems. Analyze Risk Factors and Protective Factors Make an Assessment or Diagnose Causes -guides the process of root cause analysis using data from multiple sources to determine a hypothesized problem of practice that underlies the problem. Teams are also encouraged to test their hypothesis about the causes of the issues under investigation by consulting research and best practice literature. By closely examining their hypothesis, teams are able to accurately define the problem being addressed and identify possible solutions. The component also includes guidance for creating effective data displays and data overviews to conduct initial analyses. Plan and Take Action provides a framework for putting new knowledge to work by developing a logic model and articulating clear measures that will guide and focus action using the Strategic Prevention Framework. Once desired outcomes have been clearly delineated, and strategies selected to achieve those outcomes, Plan and Take Action helps teams create a plan of action that will move the focus population toward the measurable results. Additionally, Plan and Take Action provides guidance to help teams keep the plan alive through the use of implementation indicators and interim benchmarks to provide the basis for formative evaluation and to use data to guide mid-course corrections if necessary. Evaluate Outcomes extends the formative evaluation conducted during implementation to the summative evaluation of an action plan’s outcomes. Teams will use tools and guidance to conduct an evaluation that sums up the gains made through their actions and sets the stage to repeat the steps. Evaluate Results also emphasizes the need to communicate with stakeholders about the project’s outcomes and provides resources to support that communication.
- Summarize the following points that have been made so far about data: Examine different kinds of data – Substance use and other behavioral health problems are complex so understanding them requires looking at different kinds of data to get an accurate and complete picture of the problems. Look at quantitative and qualitative data. Look for relationships and patterns – Numbers alone have no meaning, so look for patterns over time and relationships between data. (Relate this to the previous activity) Notice any data gaps – Gaps refer to the data that is missing and needed in order to answer the assessment questions. When there is missing data for at-risk population groups, the problems in a community may not be completely captured. Make the following additional point about the quality of data: Be aware that not all data are equal, in terms of availability, validity, and other features that might impact your confidence in it. If there are data gaps, you may need to use qualitative data which is less objective. Use the car analogy to help illustrate the point that data has different levels of quality: Luxury Car – Valid and reliable measures that allow you to observe outcomes over time Sedan – Proxy measure that may or may not be a valid indicator of outcomes of interest Compact Car – Qualitative data such as focus groups and people’s perception of the problem