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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).
© Canadian Centre on Substance Abuse, 2015 Competencies for the Youth Substance Use Prevention Workforce
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.
© Canadian Centre on Substance Abuse, 2015 Competencies for the Youth Substance Use Prevention Workforce
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.
© Canadian Centre on Substance Abuse, 2015 Competencies for the Youth Substance Use Prevention Workforce
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.
© Canadian Centre on Substance Abuse, 2015 Competencies for the Youth Substance Use Prevention Workforce
6
Prevention Workforce Competencies Report LINK BETWEEN HEALTH PROMOTION, SUBSTANCE USE PREVENTION AND HARM REDUCTION
The
Hea
lth
Pro
mo
tio
n C
ont
inuu
m f
or
Sub
stan
ce U
se P
reve
ntio
n an
d T
reat
men
t
CO
RE
FU
NC
TIO
NS
OF
HE
ALT
H P
RO
MO
TIO
N:
Thes
e fu
nctio
ns w
ork
acro
ss th
e co
ntin
uum
. Hea
lth p
rom
otio
n an
d pr
even
tion
staf
f wor
k w
ith c
omm
unity
par
tner
s at
the
popu
latio
n en
d of
the
cont
inuu
m (t
he p
rimor
dial
, prim
ary
and
seco
ndar
y pr
even
tion
leve
ls) t
o ch
ange
the
cond
ition
s th
at le
ad to
sub
stan
ce u
se a
nd a
buse
(e.g
., he
lpin
g to
est
ablis
h sm
oke-
free
publ
ic p
lace
s, lo
cal a
lcoh
ol a
nd s
ubst
ance
use
pol
icie
s, m
enta
l hea
lth p
rom
otio
n,
safe
and
affo
rdab
le h
ousi
ng a
nd fo
od s
ecur
ity, a
nd re
duci
ng g
ende
r vio
lenc
e). T
hey
also
wor
k to
re-o
rient
and
impr
ove
acce
ss to
hea
lth s
ervi
ces
(e.g
., pr
omot
e po
pula
tion
appr
oach
es).
Trea
tmen
t sta
ff w
ork
at th
e te
rtia
ry a
nd tr
eatm
ent l
evel
s an
d m
ight
adv
ocat
e w
ith c
omm
unity
par
tner
s to
add
ress
clie
nt n
eeds
(hou
sing
, inc
ome,
lega
l sup
port
), re
-orie
nt h
ealth
ser
vice
s to
redu
ce s
tigm
a an
d bl
ame,
and
stre
ngth
en th
e cl
ient
’s a
bilit
y to
act
on
his
or h
er o
wn
beha
lf. S
kills
dev
elop
men
t alo
ne, w
ithou
t sup
port
ive
envi
ronm
enta
l cha
nges
, has
ver
y lim
ited
succ
ess
in c
hang
ing
beha
viou
r.
Pri
mo
rdia
lP
RE
VE
NT
ION
(pre
vent
, del
ay, r
educ
e th
e ha
rm o
f sub
stan
ce u
se)
Pri
mar
yS
eco
ndar
yTe
rtia
ryT
RE
AT
ME
NT
(tre
at e
xist
ing
subs
tanc
e ab
use,
redu
ce fu
rthe
r ha
rm, m
anag
e re
laps
e)
Rel
apse
Pre
vent
ion
PO
PU
LAT
ION
H
ealt
h E
qui
tyA
ddre
ssin
g th
e so
cial
de
term
inan
ts o
f hea
lth
FOU
ND
AT
ION
AL
PR
INC
IPLE
S: H
olis
tic, I
nteg
rate
d, E
vide
nce-
info
rmed
, Pop
ulat
ion-
base
d, R
espe
ctfu
l, Fl
exib
le, S
tren
gth-
base
dO
UT
CO
ME
: Hea
lthy
com
mun
ities
and
hea
lthy
indi
vidu
als
(impr
oved
hea
lth s
tatu
s, im
plem
ente
d po
licy,
incr
ease
d co
mm
unity
act
ion,
etc
.)
Info
rmed
by
wor
k by
Gw
enyt
h D
wyn
, Pre
vent
ion
and
Hea
lth P
rom
otio
n Te
am L
ead,
Men
tal H
ealth
and
Add
ictio
n S
ervi
ces,
Ann
apol
is V
alle
y, N
ova
Sco
tia H
ealth
Aut
horit
y, N
ova
Sco
tia, 2
014.
Ref
eren
ces:
Fr
iede
n, T
hom
as. (
2010
). A
fram
ewor
k fo
r pu
blic
hea
lth a
ctio
n: th
e he
alth
impa
ct p
yram
id. A
mer
ican
Jou
rnal
of P
ublic
Hea
lth. 1
00(4
), 59
0-59
5.
Rob
ert,
G. (
2009
). B
est p
ract
ices
for
prev
entin
g su
bsta
nce
use
prob
lem
s in
Nov
a S
cotia
. Hal
ifax,
NS
: Nov
a S
cotia
Dep
artm
ent o
f Hea
lth P
rom
otio
n an
d P
rote
ctio
n.
Wor
ld H
ealth
Org
aniz
atio
n. (1
986)
. Ott
awa
Cha
rter
for
heal
th p
rom
otio
n. G
enev
a: A
utho
r.
Po
pul
atio
n H
ealt
h P
rom
oti
on
Impr
ovin
g th
e he
alth
sta
tus
of w
hole
pop
ulat
ions
Hea
lthy
Env
iro
nmen
tsIm
prov
ing
publ
ic h
ealth
po
licy,
col
labo
ratin
g w
ith
part
ners
, etc
.
Long
-las
ting
In
terv
enti
ons
Incr
easi
ng re
silie
ncy
and
prot
ectiv
e fa
ctor
s;
prom
otin
g m
enta
l hea
lth
Ear
ly Id
enti
fica
tio
n an
d B
rief
Inte
rven
tio
nC
linic
al In
terv
enti
ons
IND
IVID
UA
L P
eer
Sup
po
rt
Hea
lth
Rec
ove
ry
Trea
ting
and
man
agin
g ch
roni
c di
seas
e an
d pr
even
ting
rela
pse
Sup
ply
Red
ucti
on
Use
pol
icy
mea
sure
s to
redu
ce a
cces
s to
an
d av
aila
bilit
y of
sub
stan
ces.
Wor
k to
cre
ate
com
mun
ity re
adin
ess
for
heal
th p
olic
y. D
isco
urag
e cu
ltura
l nor
mal
izat
ion
of s
ubst
ance
use
.
• P
lann
ing
and
ad
voca
ting
fo
r he
alth
y p
ublic
po
licy
and
le
gis
latio
n
• C
reat
ing
sup
po
rtiv
e en
viro
nmen
ts•
Str
eng
then
ing
co
mm
unity
ac
tion:
eng
agem
ents
, m
ob
iliza
tion
and
dev
elo
pm
ent
• R
e-o
rien
ting
he
alth
ser
vice
s•
Dev
elo
pin
g
life
skill
s
Dem
and
Red
ucti
on
Use
com
preh
ensi
ve s
trat
egie
s to
redu
ce in
divi
dual
de
man
d fo
r su
bsta
nces
. Sup
port
alc
ohol
adv
ertis
ing
rest
rictio
ns. P
rom
ote
med
ia li
tera
cy. S
uppo
rt in
crea
sed
acce
ss to
phy
sica
l act
ivity
. Inc
reas
e pr
otec
tive
fact
ors.
Har
m R
educ
tio
nIn
terv
ene
to re
duce
the
harm
s to
indi
vidu
als
and
com
mun
ities
ass
ocia
ted
with
sub
stan
ce u
se b
y pr
ovid
ing,
for
exam
ple,
acc
ess
to a
ccur
ate
heal
th
info
rmat
ion,
free
con
dom
s, fi
rst a
id tr
aini
ng, n
eedl
e ex
chan
ge,
op
ioid
repl
acem
ent.
Acr
oss
the
co
ntin
uum
, the
go
al is
to
fo
ster
hea
lthy
co
mm
unit
ies
and
hea
lthy
ind
ivid
uals
Incr
ease
d In
div
idua
l Fo
cus
Incr
ease
d P
op
ulat
ion
Imp
act
© Canadian Centre on Substance Abuse, 2015 Competencies for the Youth Substance Use Prevention Workforce
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.
© Canadian Centre on Substance Abuse, 2015 Competencies for the Youth Substance Use Prevention Workforce
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.
© Canadian Centre on Substance Abuse, 2015 Competencies for the Youth Substance Use Prevention Workforce
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
Prevention Workforce Competencies Report COMPETENCIES WITH DESCRIPTIONS AND SAMPLE BEHAVIOUR INDICATORS
CHILD AND YOUTH DEVELOPMENT
© Canadian Centre on Substance Abuse, 2015 Competencies for the Youth Substance Use Prevention Workforce
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
© Canadian Centre on Substance Abuse, 2015 Competencies for the Youth Substance Use Prevention Workforce
11
Prevention Workforce Competencies Report COMPETENCIES WITH DESCRIPTIONS AND SAMPLE BEHAVIOUR INDICATORS
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
© Canadian Centre on Substance Abuse, 2015 Competencies for the Youth Substance Use Prevention Workforce
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
© Canadian Centre on Substance Abuse, 2015 Competencies for the Youth Substance Use Prevention Workforce
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
Prevention Workforce Competencies Report COMPETENCIES WITH DESCRIPTIONS AND SAMPLE BEHAVIOUR INDICATORS
BUILDING AND SUSTAINING RELATIONSHIPS
cont
inue
d on
nex
t pag
e
© Canadian Centre on Substance Abuse, 2015 Competencies for the Youth Substance Use Prevention Workforce
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
© Canadian Centre on Substance Abuse, 2015 Competencies for the Youth Substance Use Prevention Workforce
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
Prevention Workforce Competencies Report COMPETENCIES WITH DESCRIPTIONS AND SAMPLE BEHAVIOUR INDICATORS
COMMUNITY ENGAGEMENT AND PARTNERSHIP BUILDING
cont
inue
d on
nex
t pag
e
© Canadian Centre on Substance Abuse, 2015 Competencies for the Youth Substance Use Prevention Workforce
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
© Canadian Centre on Substance Abuse, 2015 Competencies for the Youth Substance Use Prevention Workforce
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
© Canadian Centre on Substance Abuse, 2015 Competencies for the Youth Substance Use Prevention Workforce
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
© Canadian Centre on Substance Abuse, 2015 Competencies for the Youth Substance Use Prevention Workforce
Prevention Workforce Competencies Report BEHAVIOUR INDICATORS BY LEVEL OF PROFICIENCY
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
© Canadian Centre on Substance Abuse, 2015 Competencies for the Youth Substance Use Prevention Workforce
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
© Canadian Centre on Substance Abuse, 2015 Competencies for the Youth Substance Use Prevention Workforce
Prevention Workforce Competencies Report BEHAVIOUR INDICATORS BY LEVEL OF PROFICIENCY
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
© Canadian Centre on Substance Abuse, 2015 Competencies for the Youth Substance Use Prevention Workforce
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
© Canadian Centre on Substance Abuse, 2015 Competencies for the Youth Substance Use Prevention Workforce
Prevention Workforce Competencies Report BEHAVIOUR INDICATORS BY LEVEL OF PROFICIENCY
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
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EXAMPLES
23
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© Canadian Centre on Substance Abuse, 2015 Competencies for the Youth Substance Use Prevention Workforce
Prevention Workforce Competencies ReportBEHAVIOUR INDICATORS BY LEVEL OF PROFICIENCYTEAMWORK AND LEADERSHIP
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EXAMPLES
© Canadian Centre on Substance Abuse, 2015 Competencies for the Youth Substance Use Prevention Workforce
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.
© Canadian Centre on Substance Abuse, 2015 Competencies for the Youth Substance Use Prevention Workforce
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Prevention Workforce Competencies Report APPENDIX: THE STORIES
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.
© Canadian Centre on Substance Abuse, 2015 Competencies for the Youth Substance Use Prevention Workforce
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Prevention Workforce Competencies Report APPENDIX: THE STORIES
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.
© Canadian Centre on Substance Abuse, 2015 Competencies for the Youth Substance Use Prevention Workforce
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Prevention Workforce Competencies Report APPENDIX: THE STORIES
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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