1

Certified Prevention Specialist

Exam Preparation Course

Participant Workbook

Presented by

Julie Stevens, MPS, ACPS, ICPS

2

Table of Contents

About the IC&RC Certification Exam 3 Prevention Competency Matrix 7 Study Statements and Questions 8 Prevention Think Tank Code of Ethics 15 Ethics Scenario Questions 18 Study Tips 19 Test Taking Tips 20 Practice Exam 21

3

Prevention Certification About the IC&RC Certification Exam

Who is IC&RC/AODA?

• For more than 30 years, IC&RC has developed standards and examinations for credentialing of prevention, substance use treatment, and recovery professionals that adhere to the highest standards of quality and integrity.

• Today, IC&RC represents 76member boards, including 24 countries, 47 states and territories, four Native American regions, and all branches of the U.S. military.

• 56 boards offer the Prevention Specialist credential. Top 5 include: Ohio; NY; Texas; Colorado; Michigan.

How was the IC&RC Exam developed?

• Job Analysis (JA) - large job description. • JA completed every five years. • Domains/core competencies are identified from the JA. • Tasks delineate what a prevention professional does as part of providing

competent prevention services. • Exam is developed from the JA. • Standards are developed. • Boards adopt standards & exams for use in their own jurisdiction. • Entire process is driven by prevention specialists (SMEs) who work directly with

IC&RCs testing company. What is on the exam? The exam is based on the 6 performance domains identified in the roll delineation study as noted below, along with the number of questions on the exam per domain:

1. Planning & Evaluation – 30% 2. Prevention Education & Service Delivery – 15% 3. Community Organization – 15% 4. Professional Growth & Responsibility - 15% 5. Communication – 13% 6. Public Policy & Environmental Change – 12%

What kind of questions are on the exam? Multiple choice questions with 4 choices. Questions assess recall, comprehension, or analysis of the topic. The Written Exam

Candidates will receive correspondence from the testing company regarding specific instructions to register for the exam.

4

IC&RC Exams are computer based and offered on an on-demand basis year round. There are over 300 computer based testing sites worldwide. Candidates can choose the testing site that is closest for their travel.

Preliminary scores are available after a candidate completes the exam. Official scores and notification of certification will follow from the credentialing authority after your exam date.

The PS exam is 150 multiple choice questions. Only 125 questions are scored. Candidates have up to three hours to complete the exam.

On each IC&RC exam there will be 25 “unweighted” items that will not count toward the candidate’s final score. Unweighted items are also called pretest items.

Pretest items will not be identified on the exam, and will appear randomly on all exam forms.

It is important to include pretest items on an examination because items should be piloted to ensure quality before they contribute to a candidate’s score. Pretesting items provides verification that the items are relevant to competency and contribute toward measuring a candidate’s proficiency in the material. The statistical data received from pretesting is analyzed to determine if an item performs within an acceptable range. For example, item statistics tell us if an item is too difficult and possibly outside the candidates’ scope of knowledge or practice, if an item is too easy and does not measure competency, or if the correct answer is misidentified. If an item exhibits acceptable statistical performance, the item can be upgraded to “weighted” status and included on future examinations as a scored item.

How is the exam administered?

You must pre-register with your certification board by completing and returning the application at least 30 days prior to the date you wish to take the exam. Pre-registration processing may take up to 30 days. Once pre-registered you will be notified by ISO Quality Testing and you will be eligible to test for a 60 day window. Find your certification board at https://internationalcredentialing.org/memberboards/

At the testing site…

No books, papers, or other reference materials may be taken into the exam room.

No questions concerning the content of the exam may be asked during the exam period.

You will need one form of photo identification on the day of the exam. CBT requires you to also bring an admission letter which will be given to you when you schedule an exam.

If you arrive at the test site late and the exam has begun, you will not be permitted to enter and will forfeit your opportunity to test that day.

Candidate Guides are available for all exams and include the domains and tasks for each domain, sample exam questions and a list of references free of charge.

5

They can be downloaded from IC&RC’s website: www.internationalcredentialing.org

Candidates may cancel or reschedule their exam prior to their scheduled date but there may be fees associated with this activity depending on the number of days prior.

Candidates failing the exam can retest after a 60 day wait period from date of last taking the exam. Candidates will be sent retest instruction from the credentialing authority.

Do I have to have already fulfilled the other requirements to take the exam? Check with the jurisdiction certification board. What if I have a disability and cannot participate in the exam as outlined?

You can request specific procedure changes

Requests must be in writing

Addressed to the member board who is administering your exam

Document your disability or religious issues

Each board determines documentation necessary

The Certification Board will offer appropriate modifications to the procedures based on the request and documentation

How is the exam scored?

IC&RC exam scores are reported on a scale of 200 to 800 for all international exams. Candidates must achieve a score of 500 in order to pass the exam. The score is determined by the number of questions correctly answered. Scaled scores are very similar to converting inches to centimeters (a 10 inch ribbon is also 25.4 centimeters long). The length of the ribbon has not been changed; only the units of measurement to describe its length.

IC&RC’s testing company will score all exams. Scores will be broken down by category (domain) so that candidates can see percentages of correctly answered items in each domain. The passing point is determined by a criterion-referenced approach called the Angoff Modified Technique. Criterion-referenced exams are quota-free with regard to passing percentages. The passing point is fixed to assure that all candidates must achieve the same score to be granted certification.

How long does it take to get the results?

Preliminary results from the CBT will be provided immediately but must be validated.

It takes about 3-4 weeks to get the results

They will come via your Certification Board along with instructions on how to receive your certificate (Prevention workshop hours, summary of work over past year (signed), signed prevention code of ethics, fee.

Information from IC&RC includes your overall score, pass/fail status and breaks down the exam by domain, number of questions per domain and the % you answered correctly.

6

Passing score is 500, Maximum score is 800 What are the requirements for CPS Certification? The minimum requirements for certification of a CPS shall include academic achievements, work experience, formal training, plus satisfactory completion of a written examination.

A. Education – 120 total continuing education hours across all prevention domains. 90 hours must be prevention specific, 24 hours must be AOD specific, and 6 hours must be in prevention specific ethics. Counselor, treatment, or business ethics do not qualify. Examples of AOD specific education include, but are not limited to, addiction theory, addicted family dynamics, pharmacology, drugs and the brain/body, counseling theory, and the twelve core functions. Examples of prevention specific education include, but are not limited to, prevention curriculum training, community mobilization, planning and evaluation of prevention programs, media messages, social marketing, environmental strategies, and behavioral health promotion.

B. Practicum - One hundred twenty-hour practicum in the Prevention domains (see application for domains) Successful score on the ICRC Prevention Examination

C. Experience - 2,000 hours (approximately one year) of Alcohol, Tobacco and Other Drug (ATOD) prevention work experience

D. Ethics - Sign a prevention specific code of ethics statement of affirmation that the applicant has read and will abide by the code of ethics

What does all this cost? Contact your jurisdiction certification board. You can find your certification board at https://internationalcredentialing.org/memberboards/

What are the requirements for Recertification? Every two (2) years with forty (40) prevention related workshop hours.

Resources

• Rhode Island Prevention Specialist Certification Study Guide - http://internationalcredentialing.org/resources/Documents/PreventionCertificationStudyGuide.pdf

• IC&RC Prevention Specialist Candidate Guide - https://internationalcredentialing.org/resources/Candidate%20Guides/PS_Candidate_Guide.pdf

• CBT Tutorial can be found at https://www.iqttesting.com/ExamV2008/Default.aspx?Function=SampleExam&Exa

7

PREVENTION COMPETENCE MATRIX

Competence Domain→ Topic/Score↓

Planning and Evaluation

Education and

Service Delivery

Communication

Community Organization

Public Policy and

Environmental Change

Professional

Growth and Responsibility

Personal Prevention Education 1=novice

2=proficient 3=master

Personal Prevention Experience 1 = <2 years

2 = 2-5 years

3 = >5 years

Recognizes Personal Limitations 1 = Rarely; I’ve been over my head often

2 = Sometimes

3 = Usually

Supervised by Certified Prevention Professional

or other competent Prevention Professional 1 = supervised by someone other than a Prevention Professional or not supervised

2 = not supervised by a Certified Prevention Professional

3= supervised by a Certified Prevention Professional

(including peer supervision)

I have a personal Professional Development plan 1 = no plan

2 = out-of-date plan

3 = up-to-date plan

8

Study Statements and Questions

Locate in one or two of your references where information on each task can be found.

Domain 1: Planning and Evaluation Weight on Exam: 30%

Associated Tasks:

1.1 Determine the level of community

readiness for change.

Example: CADCA Assessment Primer p. 16-19

CADCA Planning Primer p. 12 – 21

Focus on Prevention p. 4-5

1.2 Identify appropriate methods to

gather relevant data for prevention

planning.

1.3 Identify existing resources available

to address the community needs.

1.4 Identify gaps in resources based on

the assessment of community

conditions.

1.5 Identify the target audience.

1.6 Identify factors that place persons in

the target audience at greater risk for

the identified problem.

1.7 Identify factors that provide

protection or resilience for the target

audience.

1.8 Determine priorities based on

comprehensive community

assessment.

9

1.9 Develop a prevention plan based on

research and theory that addresses

community needs and desired

outcomes.

1.10 Select prevention strategies,

programs, and best practices to meet

the identified needs of the

community.

1.11 Implement a strategic planning

process that results in the

development and implementation of a

quality strategic plan.

1.12 Identify appropriate prevention

program evaluation strategies.

1.13 Administer surveys/pre/posttests at

work plan activities.

1.14 Conduct evaluation activities to

document program fidelity.

1.15 Collect evaluation documentation for

process and outcome measures.

1.16 Evaluate activities and identify

opportunities to improve outcomes.

1.17 Utilize evaluation to enhance

sustainability of prevention activities.

10

1.18 Provide applicable workgroups with

prevention information and other

support to meet prevention outcomes.

1.19 Incorporate cultural responsiveness

into all planning and evaluation

activities.

1.20 Prepare and maintain reports, records,

and documents pertaining to funding

sources.

Domain 2: Prevention Education and Service Delivery

Weight on Exam 15%

Associated Tasks:

2.1 Coordinate prevention activities.

Example: Focus on Prevention, p. 5-9, 29-39

2.2 Implement prevention education and

skill development activities

appropriate for the target audience.

2.3 Provide prevention education and skill

development programs that contain

accurate, relevant, and timely content.

2.4 Maintain program fidelity when

implementing evidence-based

practices.

2.5 Serve as a resource to community

members and organizations regarding

prevention strategies and best

practices.

11

Domain 3: Communication

Weight on Exam: 13%

Associated Tasks:

3.1 Promote programs, services, and

activities, and maintain good public

relations.

Example: Selling the Coalition Story, p. 20

Alcohol, No Ordinary Commodity, p. 37

3.2 Participate in public awareness

campaigns and projects relating to

health promotion across the

continuum of care.

3.3 Identify marketing techniques for

prevention programs.

3.4 Apply principles of effective listening.

3.5 Apply principles of public speaking.

3.6 Employ effective facilitation skills.

3.7 Communicate effectively with various

audiences.

3.8 Demonstrate interpersonal

communication competency.

12

Domain 4: Community Organization

Weight on Exam: 15%

Associated Tasks:

4.1 Identify the community

demographics and norms.

Example: Focus on Prevention, p. 4-5

CADCA Assessment Primer, p. 15-18

CADCA Capacity Primer, p. 4

4.2 Identify a diverse group of

stakeholders to include in

prevention programming activities.

4.3 Build community ownership of

prevention programs by

collaborating with stakeholders

when planning, implementing, and

evaluating prevention activities.

4.4 Offer guidance to stakeholders and

community members in mobilizing

for community change.

4.5 Participate in creating and

sustaining community-based

coalitions.

4.6 Develop, or assist in developing,

content and materials for meetings

and other related activities.

4.7 Develop strategic alliances with

other service providers within the

community.

4.8 Develop collaborative agreements

with other service providers within

the community.

4.9 Participate in behavioral health

planning and activities.

13

Domain 5: Public Policy and Environmental Change

Weight on Exam: 12%

Associated Tasks:

5.1 Provide resources, training, and

consultation that promote

environmental change.

Example: CADCA Planning Primer, p. 5, p. 15-22

Coalition Impact, Chapter 3

5.2 Participate in enforcement

initiatives to affect environmental

change.

5.3 Participate in public policy

development to affect

environmental change.

5.4 Use media strategies to support

policy change efforts in the

community.

5.5 Collaborate with various

community groups to develop and

strengthen effective policy.

5.6 Advocate to bring about policy

and/or environmental change.

Domain 6: Professional Growth and Responsibility

Weight on Exam: 15%

Associated Tasks:

6.1 Demonstrate knowledge of current

prevention theory and practice.

Example: Focus on Prevention, p. 12-13

6.2 Adhere to all legal, professional,

and ethical principles.

14

6.3 Demonstrate cultural responsiveness as a prevention

professional.

6.4 Demonstrate self-care consistent

with prevention messages.

6.5 Recognize importance of

participation in professional

associations locally, statewide, and

nationally.

6.6 Demonstrate responsible and

ethical use of public and private

funds.

6.7 Advocate for health promotion

across the life span.

6.8 Advocate for healthy and safe

communities.

6.9 Demonstrate knowledge of current

issues of addiction.

6.10 Demonstrate knowledge of current

issues of mental, emotional, and

behavioral health.

15

CERTIFIED PREVENTION SPECIALIST (CPS) CODE OF ETHICS Prevention Think Tank Code of Ethical Conduct Preamble The principles of ethics are models of exemplary professional behavior. These principles of the Prevention Think Tank Code express prevention professionals’ recognition of responsibilities to the public, to service recipients, and to colleagues within and outside of the prevention field. They guide prevention professionals in the performance of their professional responsibilities and express the basic tenets of ethical and professional conduct. The principles call for honorable behavior, even at the sacrifice of personal advantage. These principles should not be regarded as limitations or restrictions, but as goals toward which prevention professionals should constantly strive. They are guided by core values and competencies that have emerged with the development of the prevention field. Principles I. Non-Discrimination Prevention professionals shall not discriminate against service recipients or colleagues based on race, ethnicity, religion, national origin, sex, age, sexual orientation, education level, economic or medical condition, or physical or mental ability. Prevention professionals should broaden their understanding and acceptance of cultural and individual differences and, in so doing, render services and provide information sensitive to those differences. II. Competence Prevention professionals shall master their prevention specialty’s body of knowledge and skill competencies, strive continually to improve personal proficiency and quality of service delivery, and discharge professional responsibility to the best of their ability. Competence includes a synthesis of education and experience combined with an understanding of the cultures within which prevention application occurs. The maintenance of competence requires continual learning and professional improvement throughout one’s career.

a) Prevention professionals should be diligent in discharging responsibilities. Diligence

imposes the responsibility to render services carefully and promptly, to be thorough,

and to observe applicable standards.

b) Due care requires prevention professionals to plan and supervise adequately, and to

evaluate any professional activity for which they are responsible.

c) Prevention professionals should recognize limitations and boundaries of their own

competence and not use techniques or offer services outside those boundaries.

Prevention professionals are responsible for assessing the adequacy of their own

competence for the responsibility to be assumed.

16

d) Prevention professionals should be supervised by competent senior prevention

professionals. When this is not possible, prevention professionals should seek peer

supervision or mentoring from other competent prevention professionals.

e) When prevention professionals have knowledge of unethical conduct or practice on the

part of another prevention professional, they have an ethical responsibility to report the

conduct or practice to funding, regulatory or other appropriate bodies.

f) Prevention professionals should recognize the effect of impairment on professional

performance and should be willing to seek appropriate treatment.

III. Integrity To maintain and broaden public confidence, prevention professionals should perform all responsibilities with the highest sense of integrity. Personal gain and advantage should not subordinate service and the public trust. Integrity can accommodate the inadvertent error and the honest difference of opinion. It cannot accommodate deceit or subordination of principle.

a) All information should be presented fairly and accurately. Prevention professionals

should document and assign credit to all contributing sources used in published material

or public statements.

b) Prevention professionals should not misrepresent either directly or by implication

professional qualifications or affiliations.

c) Where there is evidence of impairment in a colleague or a service recipient, prevention

professionals should be supportive of assistance or treatment.

d) Prevention professionals should not be associated directly or indirectly with any service,

product, individual, or organization in a way that is misleading.

IV. Nature of Services Practices shall do no harm to service recipients. Services provided by prevention professionals shall be respectful and non-exploitive.

a) Services should be provided in a way that preserves and supports the strengths and

protective factors inherent in each culture and individual.

b) Prevention professionals should use formal and informal structures to receive and

incorporate input from service recipients in the development, implementation and

evaluation of prevention services.

c) Where there is suspicion of abuse of children or vulnerable adults, prevention

professionals shall report the evidence to the appropriate agency.

17

V. Confidentiality Confidential information acquired during service delivery shall be safeguarded from disclosure, including—but not limited to—verbal disclosure, unsecured maintenance of records or recording of an activity or presentation without appropriate releases. Prevention professionals are responsible for knowing and adhering to the State and Federal confidentiality regulations relevant to their prevention specialty. VI. Ethical Obligations for Community and Society According to their consciences, prevention professionals should be proactive on public policy and legislative issues. The public welfare and the individual’s right to services and personal wellness should guide the efforts of prevention professionals to educate the general public and policy makers. Prevention professionals should adopt a personal and professional stance that promotes health.

18

Ethics Scenario Questions

Scenario #1 You are a recovering alcoholic with 10 years of sobriety employed as a prevention professional for a regional support center. Your agency has a policy that a person must have two years of sobriety to work for the agency. You relapse over a weekend during the wedding of a friend out-of-state. You contact your self-help support system back home and process the issue. You know what happened and why. What do you do next? Scenario #2 You work in a prevention program for adjudicated youth. A youth in the program recently signed a form for your agency to release information about her attendance record and level of participation in the program to her probation officer. One of the documents you forwarded also had information about her disclosure of confusion regarding her sexual orientation. Her probation officer asks you about this. How will you respond? Scenario #3

David provides technical assistance to a youth prevention coalition. He has spent a significant amount of time with the coalition helping them create a plan, advocate for change in their community and has attended other activities they have held. At one of their events, a 15 year old in the group, Luke, confides in him that his father had been sexually abusing him from age 8 until about a year ago. What should David say? What actions should David take?

Scenario #4

You are working in a prevention organization/agency and have compiled a significant list of people interested in prevention and to whom you often send information via your quarterly newsletter. You would like to get information out to them more often but with current staffing you simply cannot do more than a quarterly newsletter. A prevention colleague approaches you and asks if you would provide the list of providers to be added to their monthly electronic newsletter. You are a subscriber already and the newsletter is exceptionally good and of value to those people on your list plus they would get information more timely than what you can provide. You have no specific arrangement with the people on your list to protect their confidentiality. What do you do? Say?

Scenario #5

You are sitting at a local Chamber of Commerce meeting in a community you serve when you become engaged in a conversation about the local substance abuse prevention coalition. The coalition leader, Nancy, has recently departed her leadership role after five years of service. While that departure isn’t unusual, she has also stopped attending many social and civic meetings. The local gossip mill has been churning and the concern initially expressed by the group turns into unkind and untrue comments about Nancy. While you are not an especially close friend or colleague of Nancy’s, you do know the real reason for her reduced role and perceived isolation – and the group’s comments are way off. You’d like to set the record straight but you also want to respect Nancy’s privacy. How much of what you know is appropriate to tell the group without violating Nancy’s privacy? What might you say or do to set an ethical example for the group and maintain your personal integrity?

19

Study Tips

Prepare and keep a study schedule Try to set aside a certain amount of time each day to study exam material. Keep the same schedule regularly day to day. It may be helpful to keep track of the dates and times by placing them on a calendar. Make sure to include time for quick breaks while studying. Study in a quiet, comfortable place Find a study location that’s quiet and free of visual distractions. The study location can be a room at home, library, or other quiet setting, as long as there is ample room to work. Finding the right location can greatly improve your ability to concentrate. Laying on the bed or on the couch in the living room is not a good location for studying. Keep a reminder pad handy Arbitrary thoughts can constantly pop into your head at any time. If those thoughts are not related to the material you are currently studying, simply write them down and come back to them later. This helps to avoid daydreaming and distractions. Organize all study material Make sure all study materials are organized before you start studying. Make sure you have basic equipment – paper, pens, pencils, books, notes, scrap paper, etc. Since the test is divided into domains, make sure you organize your notes, books and other materials by the domains. This will make it easier for you to concentrate on one domain at a time. Handle the difficult areas first If there are certain domains or areas in which you are not very comfortable, study those areas first. Breaking the difficult areas up into smaller pieces makes it easier to handle them. Use "trade secrets" for successful study. For example: • Flash Cards. Use 3" x 5" cards to learn or memorize specialized material or terms. Carry your flash cards with you. Periodically take them out and quiz yourself. • Divided Page. Draw a dividing line down the center of a sheet of notebook paper. Write important questions on the left side and the answers on the right. Use "self-restriction” methods of study i.e., cover the right-hand side and try to give the answer, then check and recheck until you're sure you know the material. Review Frequently Without reviewing information, the average person can forget 80% of the information that they studied within in two weeks time. Make sure you allow adequate time in your schedule for reviewing all study materials. Allowing some time for review on a daily basis will pay off when exam time comes!

20

Test Taking Tips Arrive early on the day of the exam. This will allow you time to get organized without being rushed. If you are late, you will not be allowed to sit for the exam. Carefully read all test directions before answering any exam questions. Handle the easy questions first. Since the test is divided into domains, answer all the questions from the domains that you are comfortable with before you attempt to answer other questions. Read each question without looking at the answers. Decide on your answer before looking at the choices provided. You may already know the answer and you won’t be distracted by the other choices. If you remain uncertain, then read ALL of the choices, even when the first or second choice appears correct at first glance. If the answer is not readily apparent, use the process of elimination. Cross off all choices that are clearly false and then re-read the choices that remain "open." When faced with an “all of the above” choice and you know that at least two responses are correct, select “all of the above”. Manage your test taking time wisely. Don’t spend too much time on each question. Skip the questions that require a lot of thought and return to them later.

Answer every question. Even if you have forgotten some of the material, you will probably be able to eliminate some choices, thereby increasing your odds of getting a correct answer.

Don't try to be the first to leave. Use all of the available time to look for careless errors.

Change an answer only when you have a concrete reason. Never change an answer because of a feeling. This feeling is often simple nervousness!

Carefully review your exam before turning it in. Make sure you have clearly marked an answer for all test questions.

21

Practice Exam This practice exam is comprised of items from the Rhode Island Prevention Specialist Certification Exam Study Guide. INSTRUCTIONS: CIRCLE THE CORRECT ANSWER. 1. Qualitative data is often collected through key informant interviews, focus groups, listening sessions, and:

A. Community meetings B. Newspaper articles C. Arrest reports D. Hospital records

2. In order to increase diverse community involvement in a coalition, you should:

A. Present at events throughout the community B. Distribute flyers in the languages of community residents C. Use public events (e.g., fairs) to publicize your needs D. Go directly to the focus community and recruit potential members

3. Which of the following is categorized as a depressant drug? A. Alcohol B. Oxycodone C. Marijuana D. Methamphetamine

4. What is a social marketing campaign? A. An environmental prevention technique that directs behavior through word of

mouth. B. A type of prevention strategy that allows for the selection of the best way to

reduce use in a community by popular vote C. The application of commercial marketing technologies to prevention programs in

order to improve personal welfare and that of society D. An environmental prevention program that targets events and gatherings as the

places to deliver its message 5. An example of an indicated prevention strategy is:

A. Student Assistance Program (SAP) B. Media Campaign C. School Assemblies D. Social Norm Program

22

6. A person who has been designated by group members to be caretaker of the meeting process is known as the:

A. president B. board leader C. facilitator D. advocate

7. You are planning to use a proven, evidence-based program but realize it is not feasible to implement all of the program components. You should:

A. Not proceed at all with your choice B. Consult with the program’s developers to determine potential impact C. Go ahead, as most programs can be modified to meet local circumstances D. Add additional alternatives to fill out the missing components.

8. A prevention specialist provides life skills classes at a local school. They are asked by the principal to lead group therapy sessions for children of alcoholics while the guidance counselor is on leave. The prevention specialist should:

A. Respectfully refuse B. Accept the challenge C. Volunteer to co-facilitate D. Accept but provide life skills

9. Media campaigns in prevention are most typically intended to:

A. Educate the public B. Encourage legislation supporting prevention C. Recruit volunteers D. Change people’s behavior

10. A prevention program that has been designated as a best practice means:

A. It has been adapted by many prevention programs throughout the country B. It reflects the specific cultural needs of the community C. It employs a skilled, experienced program director D. It has been shown through research and evaluation to be effective

11. In the planning process, an objective:

A. Is time-bound, specific and measurable B. Identifies specific individuals and their responsibilities C. Is general and inclusive D. Compares planned to achieved tasks

12. Materials that are not copyrighted are considered to be:

A. Tangible B. Minimally creative C. Original D. Public domain

23

13. What question should be asked at the HIGHEST level of prevention evaluation?

A. Did community‐wide behaviors change? B. Did intended participants attend regularly? C. Did program participants’ behavior change?

D. Did participants’ attitudes change or did self‐esteem improve? 14. Archival data is:

A. Information from a large number of individuals B. Information contained in public records C. Hard to find D. Collected from surveys

15. Prevention specialists who are facilitating community prevention coalitions must tailor their facilitation style to the group’s blend of bylaws, ground rules, people and:

A. Consultants B. Funding C. History D. Strategies

16. Before working in a community to implement prevention programming, what is an important first step?

A. Learning as much information about the community as possible B. Evaluating the community’s current programming efforts C. Informing community members of the best strategies to help them D. Selecting the type of program you want to implement

17. Which of the following is an example of a risk factor for behavioral health problems in youth?

A. Ability to obtain positive attention B. Desire to achieve C. Inadequate supervision D. Adequate income

18. An example of an information dissemination approach would be:

A. Talking to a student about the dangers of illegal drugs B. Mass media campaign on methamphetamine addiction C. Server intervention training workshops D. Student Assistance Programs

19. When facilitating a community coalition or planning group, a prevention specialist should avoid:

A. Listening and observing B. Managing conflict C. Encouraging participation D. Inserting personal opinions

24

20. Strategies that aim to enhance individuals’ ability to develop competence, a positive sense of self-esteem, mastery, well-being, social inclusion, and strengthen their ability to cope with adversity are:

A. Mental health promotion interventions B. Universal preventive interventions C. Selective preventive interventions D. Indicated preventive interventions

21. The practice that MOST increases cultural sensitivity is:

A. Leading B. Demonstrating sympathy C. Displaying concern D. Working alongside

22. As a facilitator in a community planning process, how would you get community

buy‐in? A. Ensure food is provided at the planning meeting B. Get an announcement placed in the local newspaper C. Involve community members in the planning process D. Present the completed program plan to community leaders

23. The primary purpose of creating a logic model is to:

A. Identify evaluation tools B. Enhance community involvement C. Determine appropriate staffing patterns D. Connect goals, strategies and outcomes

24. There was an underage drinking problem in the community. Enforcement of minimum-purchase-age laws against selling alcohol and tobacco to minors through the use of undercover buying operations was utilized to address the underage drinking problem. What type of prevention strategy was used?

A. Alternatives to drug use B. Dissemination of information C. Prevention education D. Environmental approach

25. Information overload is a barrier to effective listening because:

A. The audience member does not have a chance to respond B. he receiver is forced to hear the speaker talk for too long C. The receiver gets too much content at one time D. The audience member is unable to talk to their peers about what they are

learning