Table of Contents
Wisconsin SPF-SIG: Assessment
Toolkit
Created by Dorothy Chaney, Wisconsin Community Health Alliance,
Adapted April 17, 2015 by Sara Jesse for Community Health Improvement in Action,
Adapted Worksheet 1: Review of Past Needs Assessments
Jurisdiction Name: ______________________________ Completion Date: ______
Person Completing Form: _____________________________
Once you have collected the past assessments that have been conducted in your community, fill out the grid below.
|What type of assessment |Who conducted |What geographic |What age group(s) did it |What type of information is |
|(survey, focus groups, etc.)?|it and when? |area did it cover? |cover? |in the assessment? |
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|What were the key findings in these assessments that are relevant to current efforts? |
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|What follow-up assessments/tasks are now needed? |
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Adapted Worksheet 2
Exploring community level data collection sources
Since not everyone misuses alcohol, efforts need to target those who are involved. This worksheet assists in determining data sources a coalition can use to identify more specific details.
|Questions |Sources of data |Who can obtain the info? |
|Identifying target populations: |__ Law Enforcement | |
|Examples: Who are the people in your community who are… |__ Hospital staff/ EMS | |
|12-20 years old and participate in under-age drinking? |__ DOT website | |
|Involved in alcohol-related motor vehicle crashes? |__ Court records | |
|Regular binge drinkers? |__ Existing Survey Data | |
| |__ Focus Groups | |
| |__ Interviews | |
| |__ Other (specify) | |
| | | |
|When does (target behavior) occur (day of week, time of day, |__ Law Enforcement | |
|celebratory, etc.)? |__ Hospital staff/ EMS | |
| |__ DOT website | |
|How frequently is it happening? |__ Court records | |
| |__ Existing Survey Data | |
|Where does it occur? |__ Focus Groups | |
| |__ Interviews | |
| |__ Other (specify) | |
Considerations:
1. What cultural considerations do you need to take into account when looking at alcohol-related consequences and gathering data?
2. How are you going to ensure that members of the targeted groups from all cultures within the community will be looked at equally and fairly?
3. How are you going to examine data if you are addressing multiple communities? (For example, different towns in a county)
Worksheet 3: Environmental Scan - Assessing Access
Directions: Do a tour of your community to answer the following questions. As a general rule, if you have less than 10 bars, visit them all. If your community is large, you might conduct a sampling of 10-20 bars and provide a justification for your choices. When completing this scan, for the questions that require a Yes/No response, please circle the appropriate answer. For the open-ended questions, please provide detailed information.
The first questions address how alcohol is sold. If the community does not have one of the sources mentioned, write “N/A” (not applicable) for Question 1 and skip the remainder of the column. If community has a retail source but alcohol is not sold there, answer Question 1 and skip the remainder of the column.
| |Bars | |Liquor Stores |Convenience Stores |Grocery Stores|
| | |Restaurants | | | |
|1. Is alcohol sold in these outlets in your community?|Yes |Yes No |Yes No |Yes No |Yes No |
| |No | | | | |
|2. How many of these alcohol outlets are there in your| | | | | |
|community? | | | | | |
|3. Are there restrictions on the days and/or hours |Yes No |Yes No |Yes No |Yes No |Yes No |
|they can sell alcohol/be open? | | | | | |
|3a. Describe these restrictions. | |
|4. In general, what days and hours are these outlets | | | | | |
|open? | | | | | |
|5. Are there restrictions on where they can be (e.g., |Yes No |Yes No |Yes No |Yes No |Yes No |
|proximity to schools)? | | | | | |
|5a. Describe these restrictions. | |
|6. Are there restrictions on how many outlets can be |Yes No |Yes No |Yes No |Yes No |Yes No |
|in your community? | | | | | |
|6a. Describe these restrictions. | |
|7. Do they sell alco-pops (e.g. Mike’s Hard Lemonade, |Yes No |Yes No |Yes No |Yes No |Yes No |
|Bicardi Breezers, etc.)? | | | | | |
|8. Do they sell single unit sales (e.g., single cans |Yes No |Yes No |Yes No |Yes No |Yes No |
|of beer)? | | | | | |
|9. Do they have happy hours with discounted drinks? |Yes No |Yes No |--- |--- |--- |
|10. Do they have “all you can drink” specials? |Yes No |Yes No |--- |--- |--- |
|11. Do they have “two for one” drink specials? |Yes No |Yes No |--- |--- |--- |
|12. Do they promote large serving sizes and/or |Yes No |Yes No |--- |--- |--- |
|pitchers? | | | | | |
|13. Do they have “Must Be 21 to Purchase Alcohol,” “No| | | | | |
|Sales to Minors,” and/or “We ID” signs? |Yes No |Yes No |Yes No |Yes No |Yes No |
|14. Are alcohol products placed in an area that is | | | | | |
|near an entrance (which can encourage easy access to |Yes No |Yes No |Yes No |Yes No |Yes No |
|youth/shoplifting especially in convenience stores)? | | | | | |
Community _____________________ Respondent ____________________ Date _____
15. Where else (e.g., concert venues, festivals, sporting events, other community events) is alcohol
sold in your community? What kind of alcohol is sold at these places (tap beer, Mike’s Hard Lemonade, Wine, etc)?
16. Where are alcohol outlets and bars located (e.g., near schools, parks) in your community?
17. Is alcohol use permitted in public places in your community? (e.g., parks, concerts, sporting
events, parking lots) Please describe.
18. Are people permitted to bring their own alcohol to community events? Please describe.
19. Do local bars (or the alcohol industry) sponsor community events? If yes, please describe.
20. Are beer kegs registered and tracked in your community?
Availability: Questions 1-8, 15, 16
Social Availability: 15, 17-18
Pricing: Questions 9-12
Community Norms: Questions 15, 17-18
Promotion: Questions 13-14, 19
Enforcement: Question 20
Perceived Risk: No Questions
Community _____________________ Respondent ____________________ Date _____
Adapted Worksheet 4: INTERVIEW- Enforcement Assessment
Preparing for and Conducting the Interview- The interview should last about 30 minutes and follow a semi-structured format with a set of prepared questions. Only the interviewer and the participant should be present during the interview, and it should be conducted in a private location. If you will be recording the interview, seek permission from your participant and locate a tape recorder or video camera for use
If possible, provide the person being interviewed a copy of the questions a short time before the interview to allow time for review and preparation. (To assist in this task, a handout entitled Enforcement Assessment Interview is provided.)
Note- Select questions related to the coalition’s identified priority. (Make revisions in the Enforcement Assessment Interview handout as needed.)
Date: __________ Community:_________________________
Participant’s Name/Title: _______________________ Interviewer:__________________
1. What is your job, and how long have you been in your current position?
2. What alcohol-related problems do you see in our community?
3. What factors do you believe are causing these problems?
4. Are any officers assigned specifically to alcohol-related issues in the community?
E4a. If yes, how many officers are assigned? _____ What does their work consist of?
4b. What special training do officers have in order to deal with alcohol-related offenses?
5. Have you conducted any compliance checks for sales to minors?
5a. If yes, how many compliance checks for sales to minors in the past year? ____
5b. What percentage of retailers failed the compliance checks? ____
| |Sales of alcohol |Adults buying alcohol for |Drinking |Sales to intoxicated |
| |to minors |minors |and driving |patrons |
|6. Number of violations issued in the | | | | |
|past year in the community for: | | | | |
| |___Increase | | | |
|7. Is this an increase or decrease in | |___Increase |___Increase |___Increase |
|the number of violations |___Decrease | | | |
|during the last two years? | |___Decrease |___Decrease |___Decrease |
| |___No Change | | | |
| | |___No Change |___No Change |___No Change |
| | | | | |
|What is the punishment for: | | | | |
| | | | | |
|8a. First offense: | | | | |
| | | | | |
| | | | | |
|8b. Second offense: | | | | |
| | | | | |
| | | | | |
|8c. Third offense: | | | | |
| | | | | |
|9. How effective is our community at enforcing laws against | | | |
|drinking and driving? |__Very Effective |__ Ineffective |On what data do you base|
|(Please check one option at right) | | |your response? |
| |__ Effective |__ Very | |
| | |Ineffective | |
| | | | |
|10. What specific measures are being taken to enforce laws | | | |
|against drinking and driving? | | | |
|(Include efforts to catch people breaking the law, efforts to | | | |
|punish people and the severity of penalties associated with the | | | |
|offense.) | | | |
|11. How effective is our community at enforcing laws against | | | |
|adults buying alcohol for minors? (Please check one |__Very Effective |__ Ineffective |On what data do you base|
|option at right) | | |your response? |
| |__ Effective |__ Very | |
| | |Ineffective | |
| | | | |
|12. What specific measures are being taken to enforce laws | | | |
|against adults buying alcohol for minors? (Include efforts to | | | |
|catch people breaking the law, efforts to punish people and the | | | |
|severity of penalties associated with the offense.) | | | |
| | | | |
|13. How effective is our community at enforcing laws against |__Very Effective |__ Ineffective |On what data do you base|
|sales of alcohol to minors? (Please check one | | |your response? |
|option at right) |__ Effective |__ Very | |
| | |Ineffective | |
|14. What specific measures are being taken to enforce laws | | | |
|against sales of alcohol to minors? (Include efforts to catch | | | |
|people breaking the law, efforts to punish people and the | | | |
|severity of penalties associated with the offense.) | | | |
|15. How effective is our community at enforcing laws against | | | |
|sales to intoxicated persons? (Please check one |__Very Effective |__Ineffective |On what data do you base|
|option at right) | | |your response? |
| |__ Effective |__ Very | |
| | |Ineffective | |
|16. What specific measures are being taken to enforce laws | | | |
|against sales to intoxicated persons? (Include efforts to catch | | | |
|people breaking the law, efforts to punish people and the | | | |
|severity of penalties associated with the offense.) | | | |
17. Does our community prohibit alcohol consumption in public places such as parks, beaches, parking lots, community events and festivals (open container law)?
18. Does our community require community festivals to
a) have a fenced-off drinking area?
b) require all servers at the event to receive training?
19. Does our community require responsible beverage server training?
20. Does our community have any restrictions on the ages of servers or sellers of alcohol?
21. How do you think law enforcement could better address the alcohol-related problems in our community?
22. How do you think the criminal justice system is helping reduce the alcohol problems in our community?
23. Do you have any additional comments that you feel would be helpful?
Community ______________________ Participant ______________________ Date _______
Enforcement Assessment Interview
Thank you for agreeing to participate in our Coalition’s Needs Assessment. Our goal is to determine the factors that are causing alcohol related problems in our community. The knowledge and insight you provide will be very valuable in this challenging task.
I am scheduled to meet with you on ____(date/time)_________ at _____(location)________.
Our discussion should last 30-45 minutes and will focus on the questions/issues noted below. (I am providing a copy of the interview content so that, if possible, you can collect the information needed and have it available when we meet.)
If you have questions, please feel free to contact me at ______________________________.
Thank you for helping in this important task.
1. What is your job, and how long have you been in your current position?
2. What alcohol-related problems do you see in our community?
3. What factors do you believe are causing these problems?
4. Are any officers assigned specifically to alcohol-related issues in the community?
If yes, how many officers are assigned? _____ What does their work consist of?
What special training do officers have in order to deal with alcohol-related offenses?
5. Have you conducted any compliance checks for sales to minors?
If yes, how many compliance checks for sales to minors in the past year? ____
What percentage of retailers failed the compliance checks? ____
| |Sales of alcohol |Adults buying alcohol for |Drinking |Sales to intoxicated |
| |to minors |minors |and driving |patrons |
|6. Number of violations issued in the | | | | |
|past year in the community for: | | | | |
| |___Increase | | | |
|7. Is this an increase or decrease in | |___Increase |___Increase |___Increase |
|the number of violations |___Decrease | | | |
|during the last two years? | |___Decrease |___Decrease |___Decrease |
| |___No Change | | | |
| | |___No Change |___No Change |___No Change |
| | | | | |
|What is the punishment for: | | | | |
| | | | | |
|8a. First offense: | | | | |
| | | | | |
|8b. Second offense: | | | | |
| | | | | |
|8c. Third offense: | | | | |
|9. How effective is our community at enforcing laws against | | | |
|drinking and driving? |__Very Effective |__ Ineffective |On what data do you base|
|(Please check one option at right) | | |your response? |
| |__ Effective |__ Very | |
| | |Ineffective | |
| | | | |
|10. What specific measures are being taken to enforce laws | | | |
|against drinking and driving? | | | |
|(Include efforts to catch people breaking the law, efforts to | | | |
|punish people and the severity of penalties associated with the | | | |
|offense.) | | | |
|11. How effective is our community at enforcing laws against | | | |
|adults buying alcohol for minors? (Please check one |__Very Effective |__ Ineffective |On what data do you base|
|option at right) | | |your response? |
| |__ Effective |__ Very | |
| | |Ineffective | |
| | | | |
|12. What specific measures are being taken to enforce laws | | | |
|against adults buying alcohol for minors? (Include efforts to | | | |
|catch people breaking the law, efforts to punish people and the | | | |
|severity of penalties associated with the offense.) | | | |
| | | | |
|13. How effective is our community at enforcing laws against |__Very Effective |__ Ineffective |On what data do you base|
|sales of alcohol to minors? (Please check one | | |your response? |
|option at right) |__ Effective |__ Very | |
| | |Ineffective | |
|14. What specific measures are being taken to enforce laws | | | |
|against sales of alcohol to minors? (Include efforts to catch | | | |
|people breaking the law, efforts to punish people and the | | | |
|severity of penalties associated with the offense.) | | | |
|15. How effective is our community at enforcing laws against | | | |
|sales to intoxicated persons? (Please check one |__Very Effective |__Ineffective |On what data do you base|
|option at right) | | |your response? |
| |__ Effective |__ Very | |
| | |Ineffective | |
|16. What specific measures are being taken to enforce laws | | | |
|against sales to intoxicated persons? (Include efforts to catch | | | |
|people breaking the law, efforts to punish people and the | | | |
|severity of penalties associated with the offense.) | | | |
17. Does our community prohibit alcohol consumption in public places such as parks, beaches, parking lots, community events and festivals (open container law)?
18. Does our community require community festivals to
a) have a fenced-off drinking area?
b) require all servers at the event to receive training?
19. Does our community require responsible beverage server training?
20. Does our community have any restrictions on the ages of servers or sellers of alcohol?
21. How do you think law enforcement could better address the alcohol-related problems in our community?
22. How do you think the criminal justice system is helping reduce the alcohol problems in our community?
23. Do you have any additional comments that you feel would be helpful?
Adapted Worksheet 5:
INTERVIEW - Assessing Prosecution Data
A coalition representative should speak with a county District Attorney, Assistant District Attorney, or Municipal Judge to gain an understanding of the approach the court takes to prosecute those arrested for OWI and for underage drinking and driving.
Preparing for and Conducting the Interview- The interview should last about 20-30 minutes and follow a semi-structured format with a set of prepared questions. Only the interviewer and the participant should be present during the interview, and it should be conducted in a private location. If you will be recording the interview, seek permission from your participant and locate a recorder or video camera for use.
If possible, provide the person being interviewed a copy of the questions a short time before the interview to allow time for review and preparation. (To assist in this task, a handout entitled Prosecutor Interview is provided.)
Note- Select questions related to the coalition’s identified priority. (Make revisions in the Prosecutor Interview handout as needed.)
Date:__________ Community:___________________
Participant’s Name/Title:________________________ Interviewer:__________________
1. Approximately how many OWI cases are adjudicated (tried) each month in ________
(city/village/town) at the municipal court level?
2. How many are adjudicated at the circuit court level?
3. Are there any bench directives used to guide the adjudication process? If yes, can you briefly describe?
4. Does the court accommodate law enforcement officers so that a case is not dismissed because the officer is not present? If yes, can you briefly describe?
5. Does the court permit pleading to a lesser offense?
a. How often is this done? Does this favor specific groups?
6. Are the most severe penalties ever imposed? If yes, please describe the circumstances.
7. Are there variations in the sentencing behaviors of your judges? If yes, please explain.
8. Does the county jail have facilities than can accommodate women? Adolescents?
9. How are cases involving non-English speaking persons handled?
10. How does the court handle cases involving minors arrested for drinking and driving?
11. Can you provide insight into factors in the community that might affect drinking and driving?
12. Can you provide insight into factors in the community that might affect underage use of alcohol?
13. Are there other issues that impact adjudication of OWI or underage use cases in the county?
14. If there is a military installation in this county, how do the courts work with the installation in dealing with military personnel arrested for OWI?
Prosecutor Interview
Thank you for agreeing to participate in our Coalition’s Needs Assessment. Our goal is to determine the factors that are causing alcohol related problems in our community. The knowledge and insight you provide will be very valuable in this challenging task.
I am scheduled to meet with you on ____ (date/time)________ at _____(location)________.
Our discussion will last 30-45 minutes and will focus on the questions/issues noted below. (I am providing a copy of the interview content so that, if possible, you have time to consider
the questions and gather the requested data before we meet.)
If you have questions, please feel free to contact me at _____________________________.
Thank you for helping in this important task.
1. Approximately how many OWI cases are adjudicated (tried) each month in ________
(city/village/town) at the municipal court level?
2. How many are adjudicated at the circuit court level?
3. Are there any bench directives used to guide the adjudication process? If yes, can you briefly describe?
4. Does the court accommodate law enforcement officers so that a case is not dismissed because the officer is not present? If yes, can you briefly describe?
5. Does the court permit pleading to a lesser offense?
a. How often is this done? Does this favor specific groups?
6. Are the most severe penalties ever imposed? If yes, please describe the circumstances.
7. Are there variations in the sentencing behaviors of your judges? If yes, please explain.
8. Does the county jail have facilities than can accommodate women? Adolescents?
9. How are cases involving non-English speaking persons handled?
10. How does the court handle cases involving minors arrested for drinking and driving?
11. Can you provide insight into factors in the community that might affect drinking and driving?
12. Can you provide insight into factors in the community that might affect underage use of alcohol?
13. Are there other issues that impact adjudication of OWI or underage use cases in the county?
14. If there is a military installation in this county, how do the courts work with the installation in dealing with military personnel arrested for OWI?
Worksheet 6: Focus Groups- Drinking and Driving
DIRECTIONS- Conduct three to four focus groups with six to eight persons aged 16-34 in your community (recommend two groups with under age 21 and two with ages 21-34.)
PREPARATION- When organizing the groups, make sure that participants represent the racial and cultural makeup of your community. If possible, provide incentives such as food, beverages and transportation. Note- If funding is available, hire a person who has experience in conducting focus groups. Or, invite a coalition member who is comfortable working with small groups to help in this task. Info Sheet 2 (in Information Sheet section) provides key components for conducting focus groups including finding participants, developing protocol, leading a focus group, establishing a safe environment, maintaining order and analyzing the data.
Introductions and warm up- Introduce yourself and co-facilitator/recorder. Invite participants to introduce themselves by first name only. Explain why group members have been asked to participate, i.e., to learn their views and opinions on issues related to alcohol use and to obtain their suggestions for solutions. Suggest the following ground rules for the discussion. (Write them on chart paper prior to the focus groups):
Only one person should speak at a time. No “side conversations”
Be respectful of differing views. Every opinion and comment has value.
Everyone in the group is encouraged to participate.
Confidentiality – what is said in this room, stays in this room
If the session is being taped, share that information with the group, adding that the tape will be destroyed after the information is transcribed. Point out that, participants will be identified by a number in the official transcription. No names or other identifying information will be included.
QUESTIONS- Below is a list of questions about underage drinking for use with focus groups. Prompts are included to help if participant can’t think of any response. Make sure to allow time before using a prompt. A good rule of thumb is to count to 10 under your breath before using a prompt or repeating the question. Other useful prompts are: "Let me repeat the question."; "What do you think?"; “What's your opinion?" and "We just want your ideas on this issue."
INSTRUCTIONS TO READ TO PARTICIPANTS- I am going to ask you some questions about alcohol use. You will not be asked questions about your own behavior, but rather your views about what people your age in your community think and do.
Questions for 16-20 year olds (contain no questions regarding responsible use.)
When conducting focus groups with this age sector, it is suggested that you conduct two separate groups- one for 16-17 year olds and one for 18-20 year olds. If you mix the two age groups, the college aged students could influence younger ones.)
Questions for focus groups with 21-34 year olds follow.
1. When you think about people your age, where do you think that they obtain alcohol?
PROMPTS: ___ A liquor store? ___ A grocery store? ___ A bar? ___ A restaurant?
___ Friends? ___ Parents? ___ Other family members?
___ Strangers? ___ Home (without parent’s knowledge)?
2. How easy would it be for people your age to get alcohol from those sources?
PROMPTS: Reflect sources that were offered in Question 1.
3. How often do people your age have access to alcohol at informal gatherings such as parties at a friends home, at the beach or at some other unsupervised location?
4. Do you feel it is ever acceptable for people your age to use alcohol? If yes, when do you feel it is acceptable? PROMPTS: ___ Celebrations (Weddings, Holidays)?
___ Community events (Fairs, Sporting events, Music Fest)?
___ Seasonal recreational activities (boating, fishing hunting, snowmobiling?)
5. What kinds of things do you think most adults in your community would say about people your age binge drinking (five or more drinks in a short time period)?
6. What kinds of things do you think most adults in your community would say about people your age drinking and driving?
7. How often do you think that people your age ride with a driver who has been drinking?
8. Why would people your age ride with a driver who has been drinking?
PROMPTS: ___ Unaware of risks ___ Don’t think risks will happen to them
___ Don’t want to make anyone angry ___ Other?
9. What kinds of alcohol advertising have you noticed in your community?
PROMPTS: ___ Billboards ___ TV commercials ___ Beer Tents ___ T-shirt logos
10. Do you feel that these ads influence people your age?
11. Do you feel that people your age are “targeted” by advertisers? If yes, explain how?
12. If people your age in your community drink alcohol, how likely do you think it would be that people would find out?
PROMPTS: ___ Parents ___ Other family member ___ The police
___ Teachers at school (if applicable) ___ Your employer (if applicable) ___ Other?
13. If people your age were to drink and drive what do you think would happen to them?
PROMPTS: ___ The police would catch them. ___ They would get a ticket and pay a fine.
___ (for Minors) Their parents will find out and punish them (taking away the car, etc.)
14. If people your age were to drink and drive, who might disapprove?
PROMPTS: ___ Parents ___ Other family member ___ Teachers at school (if applicable) ___ Your employer (if applicable) ___ Other?
15. How effective do you think our community is at enforcing laws against driving after drinking?
16. Are you aware of local resources that can help address alcohol-related problems? (Please describe.)
17. Is there any other information you would like to share that we have not already discussed?
Availability: Questions 1-2 Social Availability: Questions 1-4
Pricing: No Questions Community Norms: Questions 5-6
Promotion: Questions 9-11 Enforcement: Questions 13, 15
Perceived Risk: Questions 7-8, 12-14
Questions for 21-34 year olds
Due to the large span in ages, you might want to, once again, conduct two separate groups: College aged (21-25) and ages 26-34 as the results of the two age groups could vary drastically.
Before we begin, I’d like to discuss a few definitions.
1. How would you define the term "responsible drinking"?
2. How would you define the term "binge drinking"?
3. Is there a specific group of people that you feel are more likely to binge drink? PROMPTS: Young men, college students, etc.
4. Do you feel it is ever acceptable for people to binge drink alcohol? If yes, when do you feel it is acceptable?
PROMPTS: ___ Celebrations (Weddings, Holidays)?
___ Community events (Fairs, Sporting events, Music Fest)?
___ Seasonal recreational activities (boating, fishing hunting, snowmobiling?)
5. What things encourage people to binge drink? (Who or what influences irresponsible drinking?) PROMPTS: Drink specials (Twofers, Ladies night), expectations of others, advertising, etc.
6. In your community, where do you think that binge drinking usually occurs?
PROMPTS: ___ At home ___ At bars? ___ At restaurants?
___ At sporting events ___ At celebrations (wedding dances, holidays?) ___ Other?
7. What kinds of alcohol drink promotions occur in your community?
PROMPTS: ___ Two-fers ___ Ladies Nights
8. Do you feel that these drink promotions influence people to drink irresponsibly?
9. What are some consequences of binge drinking? PROMPTS: Hangovers, Unwanted sexual advances, Property damage, Trouble with the police, Concern about a friend/family member, Fights/violence/arguments, Drunk driving crashes/injuries/death, etc.
10. You’ve probably heard about the idea of having a “designated driver.” Can you describe this process?
A bit of background for the facilitator- This question is added to determine how participants select a designated driver. A study from the University of Alberta's Centre for Injury Control and Research found that instead of picking someone to remain sober and be the designated driver, many young adults are choosing the "least drunk" of the group to get behind the wheel after a night of drinking. ()
11. Do you think the people in (city/town/village) consider binge drinking/drunkenness a problem? If no, what would have to happen to change their perception? (What could we do to change that perception?)
12. How effective do you think our community is at enforcing laws against driving after drinking?
13. What could be done to decrease driving after drinking?
PROMPTS: Shorten bars’ hours of operation, eliminate drink promotions, tougher laws.
Note- If participants reject these options as too strict, ask for other examples that are more acceptable to them.
14. Are you aware of local resources that can help address alcohol-related problems? (Please describe.)
15. Is there any other information you would like to share that we have not already discussed?
Availability: Questions 6 Social Availability: Questions 4
Pricing: Questions 7-8 Community Norms: Questions 4,11
Promotion: Questions 5, 7-8 Enforcement: Question 12-13
Perceived Risk: Questions 9
Worksheet 6: Focus Groups- Underage Use
DIRECTIONS- Conduct at least three focus groups with six to eight youth in your community: at least one with Middle School aged teens, one with High School aged teens, and one with 18-20 year olds (of college age, but underage for buying alcohol.).
PREPARATION- When organizing the groups, make sure that participants represent the racial and cultural makeup of your community. If possible, provide incentives such as food, beverages and transportation. Note- If funding is available, hire a person who has experience in conducting focus groups. Or, invite a coalition member who is comfortable working with small groups to help in this task. Info Sheet 2 (in Information Sheet section) provides key components for conducting focus groups including finding participants, developing protocol, leading a focus group, establishing a safe environment, maintaining order and analyzing the data.
Introductions and warm up- Introduce yourself and co-facilitator/recorder. Invite participants to introduce themselves by first name only. Explain why group members have been asked to participate (i.e., to learn their views and opinions on issues related to alcohol use and to obtain their suggestions for solutions). Suggest the following ground rules for the discussion. (Write them on chart paper prior to the focus groups):
Only one person should speak at a time. No “side conversations”
Be respectful of differing views. Every opinion and comment has value.
Everyone in the group is encouraged to participate.
Confidentiality – what is said in this room, stays in this room
If the session is being taped, share that information with the group, adding that the tape will be destroyed after the information is transcribed. Point out that participants will be identified by a number in the official transcription. No names or other identifying information will be included.
QUESTIONS- Below is a list of questions about underage drinking for use with focus groups. Prompts are included to help people if they can’t think of any response. However, make sure to allow time before using a prompt. A good rule of thumb is to count to 10 under your breath before using a prompt or repeating the question. Other useful prompts are: "Let me repeat the question."; "What do you think?"; “What's your opinion?" and "We just want your ideas on this issue."
INSTRUCTIONS TO READ TO PARTICIPANTS- I am going to ask you some questions about alcohol use. You will not be asked questions about your own behavior, but rather your views about what people your age in your community think and do.
1. When you think about people your age, where do you think that they obtain alcohol?
PROMPTS: ___ A liquor store? ___ A grocery store? ___ A bar? ___ A restaurant?
___ Friends? ___ Parents? ___ Other family members?
___ Strangers? ___ Home (without parent’s knowledge)?
2. How easy would it be for people your age to get alcohol from those sources?
PROMPTS: Reflect sources that were offered in Question 1.
3. How often do people your age have access to alcohol at informal gatherings such as parties at a friends home, at the beach or at some other unsupervised location?
4. If people your age in your community drink alcohol, how likely do you think it would be that people would find out?
PROMPTS: ___ Parents ___ Other family member ___ The police
___ Teachers at school (if applicable) ___ Your employer (if applicable)
___ Other?
5. If people your age were to DRINK AND DRIVE what do you think would happen to them?
PROMPTS: __ The police would catch them. __ They would get a ticket and pay a fine.
__ (for Minors) Their parents will find out and punish them (taking away the car, etc.) __ Anything else?
6. What kinds of risks are there when people your age drink?
PROMPTS: What are some of the consequences- violence, pregnancy, driving when drunk?
7. If people your age were to DRINK, who might disapprove?
PROMPTS: ___ Parents ___ Other family member ___ Teachers at school (if applicable) ___ Your employer (if applicable) ___ Other?
8.If people your age were to DRINK AND DRIVE, who might disapprove?
PROMPTS: ___ Parents ___ Other family member ___ Teachers at school (if applicable) ___ Your employer (if applicable) ___ Other?
9. Do you feel it is ever acceptable for adults to use alcohol? If yes, when do you feel it is acceptable?
PROMPTS: ___ Celebrations (Weddings, Holidays)?
___ Community events (Fairs, Sporting events, Music Fest)?
___ Seasonal recreational activities (boating, fishing hunting, snowmobiling?)
10. Do you feel it is ever acceptable for people under age 21 to use alcohol? If yes, when do you feel it is acceptable? PROMPTS: Reflect sources that were offered in Question 9.
11. What kinds of things do you think most adults in your community would say about UNDERAGE DRINKING?
12. What kinds of things do you think most adults in your community would say about UNDERAGE BINGE DRINKING (five or more drinks in a short time period)?
13. What kinds of things do you think most adults in your community would say about teens DRINKING AND DRIVING?
14. What kinds of alcohol advertising have you noticed in your community?
PROMPTS: ___ Billboards ___ TV commercials ___ Beer Tents ___ T-shirt logos
15. Do you feel that these ads influence people your age?
16. Do you feel that people your age are “targeted” by advertisers? If yes, explain how?
17. Are you aware of local resources that can help address alcohol-related problems? (Please describe.)
18. Is there any other information you would like to share that we have not already discussed?
Availability: Questions 1- 2 Social Availability: Questions 1- 3
Pricing: No Questions Community Norms: Questions 7-13
Promotion: Questions 14-16 Enforcement: Question 4-5
Perceived Risk: Questions 4-8
Worksheet 6: Focus Groups- Binge Drinking
DIRECTIONS- Conduct at least three focus groups with six to eight persons aged 18-25 in your community: at least one should be with 18-20 year olds (of college age, but underage for buying alcohol.)
PREPARATION- When organizing the groups, make sure that participants represent the racial and cultural makeup of your community. If possible, provide incentives such as food, beverages and transportation. Note- If funding is available, hire a person who has experience in conducting focus groups. Or, invite a coalition member who is comfortable working with small groups to help in this task. Info Sheet 2 (in Information Sheet section) provides key components for conducting focus groups including finding participants, developing protocol, leading a focus group, establishing a safe environment, maintaining order and analyzing the data.
Introductions and warm up- Introduce yourself and co-facilitator/recorder. Invite participants to introduce themselves by first name only. Explain why group members have been asked to participate (i.e., to learn their views and opinions on issues related to alcohol use and to obtain their suggestions for solutions). Suggest the following ground rules for the discussion. (Write them on chart paper prior to the focus groups):
Only one person should speak at a time. No “side conversations”
Be respectful of differing views. Every opinion and comment has value.
Everyone in the group is encouraged to participate.
Confidentiality – what is said in this room, stays in this room
If the session is being taped, share that information with the group, adding that the tape will be destroyed after the information is transcribed. Point out that participants will be identified by a number in the official transcription. No names or other identifying information will be included.
QUESTIONS- Below is a list of questions about binge drinking for use with focus groups. Prompts are included to help people if they can’t think of any response. However, make sure to allow time before using a prompt. A good rule of thumb is to count to 10 under your breath before using a prompt or repeating the question. Other useful prompts are: "Let me repeat the question."; "What do you think?"; “What's your opinion?" and "We just want your ideas on this issue."
INSTRUCTIONS TO READ TO PARTICIPANTS- I am going to ask you some questions about alcohol use. You will not be asked questions about your own behavior, but rather your views about what people your age in your community think and do.
Questions for 18-20 year olds (of college age, but underage for buying alcohol.)
They do not include questions regarding responsible use.
Questions for focus groups with 21-25 year olds follow.
1. When you think about people your age, where do you think that they obtain alcohol?
PROMPTS: ___ A liquor store? ___ A grocery store? ___ A bar? ___ A restaurant?
___ Friends? ___ Parents? ___ Other family members?
___ Strangers? ___ Home (without parent’s knowledge)?
2. How easy would it be for people your age to get alcohol from those sources?
PROMPTS: Reflect sources that were offered in Question 1.
3. How often do people your age have access to alcohol at informal gatherings such as parties at a friends home, at the beach or at some other unsupervised location?
4. Do you feel it is ever acceptable for people your age to use alcohol? If yes, when do you feel it is acceptable?
PROMPTS: ___ Celebrations (Weddings, Holidays)?
___ Community events (Fairs, Sporting events, Music Fest)?
___ Seasonal recreational activities (boating, fishing hunting, snowmobiling?)
5. What kinds of things do you think most adults in your community would say about people your age BINGE drinking (five or more drinks in a short time period)?
6. What things encourage people your age to binge drink? (Who or what influences this behavior?) PROMPTS: Expectations of others, advertising, etc.
7. Do you think the people in (city/town/village) consider binge drinking/drunkenness by people your age a problem?
If no, what would have to happen to change their perception? (What could we do to change that perception?)
8. What kinds of risks are there when people your age binge drink?
PROMPTS: Violence, pregnancy, arrest if driving when drunk, alcohol poisoning?
9. Are there any other consequences when people your age binge drinking?
PROMPTS: Hangovers, Unwanted sexual advances, Property damage, Trouble with the police, Concern about a friend/family member, Fights/violence/arguments, Drunk driving crashes/injuries/death, etc.
10. What kinds of alcohol advertising have you noticed in your community?
PROMPTS: ___ Billboards ___ TV commercials ___ Beer Tents ___ T-shirt logos
11. Do you feel that these ads influence people your age?
12. Do you feel that people your age are “targeted” by advertisers? If yes, explain how?
13. Are you aware of local resources that can help address alcohol-related problems? (Please describe.)
14. Is there any other information you would like to share that we have not already discussed?
Availability: Questions 1- 2 Social Availability: Questions 1-3
Pricing: No Questions Community Norms: Questions 4- 7
Promotion: Questions 10-12 Enforcement: Question 8
Perceived Risk: Questions 7-9
Questions for 21-25 year olds
Before we begin, I’d like to discuss a few definitions.
1. How would you define the term "responsible drinking"?
2. How would you define the term "binge drinking"?
3. Is there a specific group of people that you feel are more likely to binge drink?
PROMPTS: Young men, college students, etc.
4. Do you feel it is ever acceptable for people to binge drink alcohol? If yes, when do you feel it is acceptable?
PROMPTS: ___ Celebrations (Weddings, Holidays)?
___ Community events (Fairs, Sporting events, Music Fest)?
___ Seasonal recreational activities (boating, fishing hunting, snowmobiling?)
5. What things encourage people to binge drink? (Who or what influences irresponsible drinking?)
PROMPTS: Drink specials (Twofers, Ladies night), expectations of others, advertising, etc.
6. What kinds of alcohol drink promotions occur in your community?
PROMPTS: ___ Two-fers ___ Ladies Nights
7. Do you feel that these drink promotions influence people to drink irresponsibly?
8. What are some consequences of binge drinking?
PROMPTS: Hangovers, Unwanted sexual advances, Property damage, Trouble with the police, Concern about a friend/family member, Fights/violence/arguments, Drunk driving crashes/injuries/death, etc.
9. You’ve probably heard about the idea of having a “designated driver.” Can you describe
this process?
A bit of background for the facilitator- This question is added to determine how participants select a designated driver. A study from the University of Alberta's Centre for Injury Control and Research found that instead of picking someone to remain sober and be the designated driver, many young adults are choosing the "least drunk" of the group to get behind the wheel after a night of drinking. ()
10. How often do people your age have access to alcohol at informal gatherings such as parties at a friends home, at the beach or at some other unsupervised location?
11. Do you think the people in (city/town/village) consider binge drinking/drunkenness a problem?
If no, what would have to happen to change their perception? (What could we do to change that perception?)
12. What could be done to decrease binge drinking?
PROMPTS: Shorten bars’ hours of operation, eliminate drink promotions tougher laws
Note- If participants reject these options as too strict, ask for other examples that are more acceptable to them.
13. In your community, where do you think that binge drinking usually occurs?
PROMPTS: ___ At home ___ At bars? ___ At restaurants?
___ At sporting events ___ At celebrations (wedding dances, holidays?) ___ Other?
14. How effective do you think our community is at enforcing laws against driving after drinking?
15. What could be done to decrease driving after drinking?
PROMPTS: Shorten bars’ hours of operation, eliminate drink promotions, tougher laws.
Note- If participants reject these options as too strict, ask for other examples that are more acceptable to them.
16 Are you aware of local resources that can help address alcohol-related problems? (Please describe.)
17. Is there any other information you would like to share that we have not already discussed?
Availability: Questions 6, 12 Social Availability: Questions10,
Pricing: Questions 6-7 Community Norms: Questions 3-5, 11, 13
Promotion: Questions 5-7 Enforcement: Questions 13-15
Perceived Risk: Questions 8-9
Date
Name
Address
City, ST zip
Dear [insert name]:
Thank you for agreeing to participate in our focus group. The information collected will help us work with other organizations in our community to reduce problems associated with alcohol use.
Everything you say within the context of the group will remain confidential. Nothing you say will be linked directly with you. Also, this is not a sales presentation of any type. It is purely to gather your valuable views and opinions regarding (priority). The group will be conducted by [insert name].
The group will be held on:
[Day of Week, Date insert location]
from ___PM to ___ PM
at
[insert location]
We only plan for a certain number of people for the group, so please don’t bring anyone not invited to the group with you. They will not be able to participate or observe it. Also, we are not able to provide childcare or transportation to or from the group.
We ask that you arrive at [time] as the group will start promptly at [time].
We anticipate the group will last approximately 90 [or 120] minutes.
[If providing food insert: A beverage and snack will be provided.]
We are enclosing directions to [insert location] for your reference.
Thank you again for your help with this project. If you have any questions, please feel free to contact me at [insert telephone number].
Best regards,
Name
Title
e-mail address
Worksheet 7: Capturing Individual Focus Group Information
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|County Name: | |
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|Person Completing Form: | |
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|Completion Date: | |
Use this summary sheet to summarize your impressions after each focus group.
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|Facilitator: | |
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|Date: | |
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|Focus Group: | |
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|Number of Participants: | |
What were the main themes, issues, and reactions you witnessed during this session?
What key points resonated with other information you have collected?
What, if any, key points contradict other information you have collected?
Worksheet 8: Analyzing Focus Group Information
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|County Name: | |
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|Person Completing Form: | |
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|Completion Date: | |
Use this summary sheet to help capture the general themes that emerged from all your focus groups, as well as differences that you noticed.
|How many focus groups did you conduct? | |
|How many participants attended in total? | |
List the categories of people that attended the focus groups (Sectors that were represented):
What were the common themes:
…regarding underage drinking? Binge drinking? Driving after drinking?
What did you learn about your intervening variables?
Were there any significant differences in among the various focus groups? __ yes __ no
If yes, please describe.
Worksheet 9: Assessing Community ATOD Resources
Assess availability of the following in your community:
1. Substance abuse prevention programs in the school.
2. Substance abuse prevention programs in the community.
3. Available support groups for adults (AA, NA, Alanon)
4. Available support groups for youth (Alateen, Alatot, AA for Teens, NA for teens)
5. Available substance abuse treatment for adults (Out patient, In patient)
6. Available substance abuse treatment for teens (Out patient, In patient)
7. School policies regarding ATOD issues.
8. Workplace policies regarding ATOD issues (for those businesses/industries that employ
the age group identified by your identified priority.)
9. What gaps/weaknesses surfaced during this review of resources?
10. What are the challenges in overcoming these gaps/weaknesses (cultural, political, philosophical, educational, financial, etc.)?
Worksheet 10: Analyzing Intervening Variables related to your Priority.
Community ______________________ Priority ______________________
Person completing report ___________________
Worksheets Completed (please check):
__ Worksheet 1: Review of Past Needs Assessment
__ Worksheet 2: Exploring community level data collection sources
__ Worksheet 3: Environmental Scan- Assessing Access
__ Worksheet 4: Interview- Enforcement Assessment
__ Worksheet 5: Interview- Assessing Prosecution Data
__ Worksheet 6: Focus Groups (for specific priority)
__ Worksheet 7: Capturing Individual Focus Group Information
__ Worksheet 8: Analyzing Focus Group Information
__ Worksheet 9: Assessing Community ATOD Resources.
|1. What are the most significant things you learned (or confirmed) from these activities? |
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|2. Did you learn anything that was a surprise to you? |
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|3. In the process of conducting these activities, did you meet/learn of anyone who could be invited to join in your efforts? If yes, provide|
|names/titles. |
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|4. What useful information did you obtain concerning intervening variables that could encourage, cause or facilitate alcohol-related motor |
|vehicle fatalities and injuries for individuals between the ages of 16-34? |
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|a |Retail availability- | |
| |(density, compliance checks, product placement, | |
| |product characteristics, etc.) | |
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|b |Pricing- | |
| |(drink specials, competition between retailers, | |
| |discount pricing for quantities, holiday specials, | |
| |etc.) | |
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|c |Social Availability- | |
| |(friends/relatives provide, underage use allowed at | |
| |community and family celebrations, adults unaware of | |
| |laws regarding providing alcohol, availability of | |
| |unsupervised and other drinking locations, etc.) | |
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|d |Enforcement And Adjudication- | |
| |(lack staff and training, law enforcement and judicial| |
| |practices, low monitoring of social events, lack | |
| |parental enforcement, etc.) | |
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|e |Social/ Community Norms regarding alcohol use- | |
| |(multigenerational use, community and family norms | |
| |that accept or encourage use underage use is “right of| |
| |passage”, alcohol use is not harmful, not as bad as | |
| |using other drugs, etc.) | |
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|f |Promotion of alcohol- | |
| |(number, placement and content of ads and billboards, | |
| |alcohol comp-any sponsorship of events, etc.) | |
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|g |Low perceived risk- | |
| |(low perception of getting arrested/sentenced, little | |
| |fear | |
| |of parents setting/imposing consequences, inaccurate | |
| |beliefs about safety of alcohol use, etc.) | |
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|5. Did you discover any gaps in resources related to these Intervening Variables? Any resources that can assist in either assessing or |
|addressing local needs? |
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|6. As a result of the data collection, which of the intervening variables “rises to the surface”? |
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Worksheet 10: Analyzing Intervening Variables related to the Priority.
Community ______________________ Priority ______________________
Person completing report ___________________
Worksheets Completed (please check):
__ Worksheet 1: Review of Past Needs Assessment
__ Worksheet 2: Exploring community level data collection sources
__ Worksheet 3: Environmental Scan- Assessing Access
__ Worksheet 4: Interview- Enforcement Assessment
__ Worksheet 5: Interview- Assessing Prosecution Data
__ Worksheet 6: Focus Groups (for specific priority)
__ Worksheet 7: Capturing Individual Focus Group Information
__ Worksheet 8: Analyzing Focus Group Information
__ Worksheet 9: Assessing Community ATOD Resources.
|1. What are the most significant things you learned (or confirmed) from these activities? |
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|2. Did you learn anything that was a surprise to you? |
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|3. In the process of conducting these activities, did you meet/learn of anyone who could be invited to join in your efforts? If yes, provide|
|names/titles. |
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|4. What useful information did you obtain concerning conditions that could encourage, cause |
|or facilitate Underage drinking among 12-20 year olds? |
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|a |Retail availability- | |
| |(density, compliance checks, product placement, | |
| |product characteristics, etc.) | |
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|b |Pricing- | |
| |(drink specials, competition between retailers, | |
| |discount pricing for quantities, holiday specials, | |
| |etc.) | |
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|c |Social Availability- | |
| |(friends/relatives provide, underage use allowed at | |
| |community and family celebrations, adults unaware of | |
| |laws regarding providing alcohol, availability of | |
| |unsupervised and other drinking locations, etc.) | |
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|d |Enforcement And Adjudication- | |
| |(lack staff and training, law enforcement and judicial| |
| |practices, low monitoring of social events, lack | |
| |parental enforcement, etc.) | |
| | | |
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|e |Social/ Community Norms regarding alcohol use- | |
| |(multigenerational use, community and family norms | |
| |that accept or encourage use underage use is “right of| |
| |passage”, alcohol use is not harmful, not as bad as | |
| |using other drugs, etc.) | |
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|f |Promotion of alcohol- | |
| |(number, placement and content of ads and billboards, | |
| |alcohol comp-any sponsorship of events, etc.) | |
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|g |Low perceived risk- | |
| |(low perception of getting arrested/sentenced, little | |
| |fear | |
| |of parents setting/imposing consequences, inaccurate | |
| |beliefs about safety of alcohol use, etc.) | |
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|5. Did you discover any gaps in resources related to these Intervening Variables? Any resources that can assist in either assessing or |
|addressing local needs? |
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|6. As a result of the data collection, which of the intervening variables “rises to the surface”? |
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Worksheet 10: Analyzing Intervening Variables related to the Priority.
Community ______________________ Priority ______________________
Person completing report ___________________
Worksheets Completed (please check):
__ Worksheet 1: Review of Past Needs Assessment
__ Worksheet 2: Exploring community level data collection sources
__ Worksheet 3: Environmental Scan- Assessing Access
__ Worksheet 4: Interview- Enforcement Assessment
__ Worksheet 5: Interview- Assessing Prosecution Data
__ Worksheet 6: Focus Groups (for specific priority)
__ Worksheet 7: Capturing Individual Focus Group Information
__ Worksheet 8: Analyzing Focus Group Information
__ Worksheet 9: Assessing Community ATOD Resources
|1. What are the most significant things you learned (or confirmed) from these activities? |
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|2. Did you learn anything that was a surprise to you? |
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|3. In the process of conducting these activities, did you meet/learn of anyone who could be invited to join in your efforts? If yes, provide|
|names/titles. |
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|3. What useful information did you obtain concerning conditions that could encourage, cause |
|or facilitate young adult binge drinking among 18-25 year olds? |
| | | |
|a |Retail availability- | |
| |(density, compliance checks, product placement, | |
| |product characteristics, etc.) | |
| | | |
| | | |
| | | |
| | | |
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|b |Pricing- | |
| |(drink specials, competition between retailers, | |
| |discount pricing for quantities, holiday specials, | |
| |etc.) | |
| | | |
| | | |
| | | |
| | | |
|c |Social Availability- | |
| |(friends/relatives provide, underage use allowed at | |
| |community and family celebrations, adults unaware of | |
| |laws regarding providing alcohol, availability of | |
| |unsupervised and other drinking locations, etc.) | |
| | | |
| | | |
| | | |
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|d |Enforcement And Adjudication- | |
| |(lack staff and training, law enforcement and judicial| |
| |practices, low monitoring of social events, lack | |
| |parental enforcement, etc.) | |
| | | |
| | | |
| | | |
| | | |
|e |Social/ Community Norms regarding alcohol use- | |
| |(multigenerational use, community and family norms | |
| |that accept or encourage use underage use is “right of| |
| |passage”, alcohol use is not harmful, not as bad as | |
| |using other drugs, etc.) | |
| | | |
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|f |Promotion of alcohol- | |
| |(number, placement and content of ads and billboards, | |
| |alcohol comp-any sponsorship of events, etc.) | |
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|g |Low perceived risk- | |
| |(low perception of getting arrested/sentenced, little | |
| |fear | |
| |of parents setting/imposing consequences, inaccurate | |
| |beliefs about safety of alcohol use, etc.) | |
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|5. Did you discover any gaps in resources related to these Intervening Variables? Any resources that can assist in either assessing |
|oraddressing local needs? |
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|6. As a result of the data collection, which of the intervening variables “rises to the surface”? |
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Worksheet 11: Environmental Scan- Bar Assessment
Directions: Do a tour of your community to answer the following questions. As a general rule, if you have less than 10 bars, visit them all. If your community is large, you might only look at a sampling of 10-20 bars and provide a justification for your choices.
Number of Bars Visited___________ Number of Bars in Community___________________
RETAIL AVAILABILITY: This section addresses how alcohol is bought and sold at bars in your community.
| |Bar #1 |Bar #2 |Bar #3 |Bar #4 |Bar #5 |
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|1. What is the name of the bar? | | | | | |
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|2. What is the bar’s address? | | | | | |
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|3. How many days a week is the bar open? | | | | | |
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|4. How many hours a day is the bar open? | | | | | |
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|5. What type of alcohol does the bar sell? |Beer |Beer |Beer |Beer |Beer |
|[CIRCLE ALL THAT APPLY] |Wine |Wine |Wine |Wine |Wine |
| |Coolers |Coolers |Coolers |Coolers |Coolers |
| |Liquor |Liquor |Liquor |Liquor |Liquor |
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|6. Does the bar sell single units of alcohol |Yes No |Yes No |Yes No |Yes No |Yes No |
|(e.g., a can of beer, glass of wine, etc.)? | | | | | |
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|7. Does the bar sell alco-pops? (e.g. Mike’s |Yes No |Yes No |Yes No |Yes No |Yes No |
|Hard Lemonade, Bacardi Breezers, etc.) | | | | | |
Community _______________________________ Respondent _________________________ Date _____________
Worksheet 11: Environmental Scan- Bar Assessment (continued)
PRICE: The next several questions are related to the price of alcohol. For the questions that require a Yes/No response, please circle the appropriate answer.
| |Bar #1 |Bar #2 |Bar #3 |Bar #4 |Bar #5 |
|1. Are happy hours with discounted drinks offered at this bar? | | | | | |
| |Yes No |Yes No |Yes No |Yes No |Yes No |
|2. Do prices increase to their normal level after happy hour is over? | | | | | |
| |Yes No |Yes No |Yes No |Yes No |Yes No |
|3. Are “all you can drink” specials offered at this bar? | | | | | |
| |Yes No |Yes No |Yes No |Yes No |Yes No |
|4. Are “two for one” drink specials offered at this bar? | | | | | |
| |Yes No |Yes No |Yes No |Yes No |Yes No |
|5. Does the bar promote larger serving sizes and/or pitchers? | | | | | |
| |Yes No |Yes No |Yes No |Yes No |Yes No |
PROMOTION: The next several questions address advertising at each bar. For the questions that require a Yes/No response, circle the appropriate answer.
| |Bar #1 |Bar #2 |Bar #3 |Bar #4 |Bar #5 |
|1. Is alcohol advertising visible from the outside of the store (e.g., neon | | | | | |
|signs)? |Yes No |Yes No |Yes No |Yes No |Yes No |
|2. Is there alcohol advertising on the inside of the store? | | | | | |
| |Yes No |Yes No |Yes No |Yes No |Yes No |
|3. Does the bar offer free alcohol-related merchandise promotional gifts? | | | | | |
| |Yes No |Yes No |Yes No |Yes No |Yes No |
|4. Are there “no sales to minors” signs posted? | | | | | |
| |Yes No |Yes No |Yes No |Yes No |Yes No |
|5. How does this bar typically advertise? | | | | | |
|6. Does this bar sponsor community events? | | | | | |
| |Yes No |Yes No |Yes No |Yes No |Yes No |
Community ______________________________ Respondent ________________________ Date ___________
Worksheet 12: On-Premise Pricing Assessment Tool
Instructions: Select 2-4 of the more popular bars or restaurants where adults and/or young adults (21-25 years of age) in your community consume alcohol on-premise. Each establishment must be visited twice—once during the week (Monday-Thursday) and once during the weekend (Friday or Saturday). Visits should occur during evening hours (after 5:00 pm) when price and promotional discounts are more likely to occur. The person collecting the data can visit the establishments alone or with one or more other people.
| |Establishment 1: (name and location) |Establishment 2: (name and location) |
|Circle the appropriate answer | | |
| Does the establishment: |Observation 1: |Observation 2: |Observation 1: |Observation 2: |
| |(date M, T, W, |(date Fri or Sat/time)|(date M, T, W, Th/time)|(date Fri or |
| |Th/ time) | | |Sat/time) |
|offer happy hour with discounted drinks? |Yes No Unknown |Yes No Unknown |Yes No Unknown |Yes No Unknown |
|offer “all you can drink” specials? |Yes No Unknown |Yes No Unknown |Yes No Unknown |Yes No Unknown |
|offer “two for one” drink specials? |Yes No Unknown |Yes No Unknown |Yes No Unknown |Yes No Unknown |
|a daily drink special/s that was available |Yes No Unknown |Yes No Unknown |Yes No Unknown |Yes No Unknown |
|until closing time? | | | | |
|offer specials on larger quantity drinks (20 |Yes No Unknown |Yes No Unknown |Yes No Unknown |Yes No Unknown |
|oz beer) but not smaller quantity drinks (12 | | | | |
|oz beer)? | | | | |
|offer specials for certain groups (ladies |Yes No Unknown |Yes No Unknown |Yes No Unknown |Yes No Unknown |
|night, college night, etc.)? | | | | |
|Have promotional signage on the outside of the|Yes No Unknown |Yes No Unknown |Yes No Unknown |Yes No Unknown |
|building advertising sale or discounted drink | | | | |
|prices? | | | | |
|Please note the prices of alcohol. | | |
| | | |
| |Establishment 3: (name and location) |Establishment 4: (name and location) |
|Circle the appropriate answer | | |
| Does the establishment: |Observation 1: |Observation 2: |Observation 1: |Observation 2: |
| |(date M, T, W, |(date Fri or Sat/time)|(date M, T, W, Th/time)|(date Fri or |
| |Th/ time) | | |Sat/time) |
|offer happy hour with discounted drinks? |Yes No Unknown |Yes No Unknown |Yes No Unknown |Yes No Unknown |
|offer “all you can drink” specials? |Yes No Unknown |Yes No Unknown |Yes No Unknown |Yes No Unknown |
|offer “two for one” drink specials? |Yes No Unknown |Yes No Unknown |Yes No Unknown |Yes No Unknown |
|a daily drink special/s that was available |Yes No Unknown |Yes No Unknown |Yes No Unknown |Yes No Unknown |
|until closing time? | | | | |
|offer specials on larger quantity drinks (20 |Yes No Unknown |Yes No Unknown |Yes No Unknown |Yes No Unknown |
|oz beer) but not smaller quantity drinks (12 | | | | |
|oz beer)? | | | | |
|offer specials for certain groups (ladies |Yes No Unknown |Yes No Unknown |Yes No Unknown |Yes No Unknown |
|night, college night, etc.)? | | | | |
|Have promotional signage on the outside of the|Yes No Unknown |Yes No Unknown |Yes No Unknown |Yes No Unknown |
|building advertising sale or discounted drink | | | | |
|prices? | | | | |
|Please note the prices of alcohol. | | |
| | | |
| | | |
Worksheet 13: Off-Premise Pricing Assessment Tool
Instructions: Select 2-4 of the more alcohol establishments (e.g., gas stations, liquor stores, grocery stores) where adults and/or young adults (21-25 years of age) in your community purchase alcohol for off-premise consumption. Each establish-ment needs to be visited only once and the visit can occur at any time during normal business hours on any day of the week.
| |Establishment 1: |Establishment 2: |
| |(name, location and date) |(name, location and date) |
| | | |
|1. Was beer on sale? |Yes No Unknown |Yes No Unknown |
|2. Was wine on sale? |Yes No Unknown |Yes No Unknown |
|3. Was hard liquor on sale? |Yes No Unknown |Yes No Unknown |
|4. Were there any instances where larger quantities (18 |Yes No Unknown |Yes No Unknown |
|or 24 packs of beer) were on sale but not smaller | | |
|quantities (6 or 12 pack) of the same product? | | |
|5. Could you buy a bottle of wine for under $5.00? |Yes No Unknown |Yes No Unknown |
|6. Could you buy an 18-pack of beer for under $10.00? |Yes No Unknown |Yes No Unknown |
|7. Was there promotional signage on the outside of the |Yes No Unknown |Yes No Unknown |
|building advertising sale prices? | | |
|8. Notes on the price of alcohol. | | |
| | | |
| | | |
| |Establishent 3: |Establishment 4: |
| |(name, location and date) |(name, location and date) |
|1. Was beer on sale? |Yes No Unknown |Yes No Unknown |
|2. Was wine on sale? |Yes No Unknown |Yes No Unknown |
|3. Was hard liquor on sale? |Yes No Unknown |Yes No Unknown |
|4. Were there any instances where larger quantities (18 |Yes No Unknown |Yes No Unknown |
|or 24 packs of beer) were on sale but not smaller | | |
|quantities (6 or 12 pack) of the same product? | | |
|5. Could you buy a bottle of wine for under $5.00? |Yes No Unknown |Yes No Unknown |
|6. Could you buy an 18-pack of beer for under $10.00? |Yes No Unknown |Yes No Unknown |
|7. Was there promotional signage on the outside of the |Yes No Unknown |Yes No Unknown |
|building advertising sale prices? | | |
|8. Notes on the price of alcohol. | | |
| | | |
| | | |
Worksheet 14: Community Forum (Version 1- Data Collection Only)
Preparing for the Forum- Follow the Community Forum Key Elements provided in Info Sheet 3 (in Information Sheet section).
Conducting the Forum- The discussion itself should follow a structured format and last between 1-2 hours. The facilitator should make every attempt to find a balance between keeping the group discussion on track and allowing it to flow naturally. In order to accomplish this, a carefully selected series of questions that move from general to specific are often used.
Opening Question- A “round robin” activity (inviting everyone to answer a simple question at the beginning of the meeting) can help participants feel at ease. This question is designed to be answered quickly and help identify characteristics that participants have in common.
Introductory Questions- These questions that introduce the topic are usually not critical to the research but are intended to foster conversation and interaction among the participants.
Key Questions- These questions are crafted to provide data for later analysis. Avoid questions that allow for short answers and questions that can be answered with a “yes” or “no.” Instead, the questions should be open-ended and focus on the topic of interest to elicit discussion among the participants.
Ending Questions- These questions bring closure to the discussion and invite participants to look back upon previous comments. Once again a “round robin” approach is best, as participants are asked to summarize their thoughts.
Sample Protocol You May Choose to Use for Your Community Forum(s)
Opening Question:
Tell us your name and what brought you here today. (Round Robin)
Introductory Questions:
1. What are the alcohol-related problems in our community?
After several options are offered, add-
A number of alcohol-related concerns have been mentioned. However, for the remainder of this discussion, let’s consider three possible causes of alcohol misuse- social availability, community norms and low enforcement.
Key Questions:
social availability
Let’s start with social availability. Social availability refers to the procurement of alcohol
through social sources such as friends and family.
2. Where are teens in our community getting alcohol? What about 18-20 year olds?
3. Where is the alcohol consumed? For teens? For 18-20 year olds?
4. There’s been a lot of talk about the misuse of alcohol as a problem in our community, but to what extent do you think social availability really contributes to the problem? (Round Robin)
community norms
Next, let’s talk about community norms. Community norms reflect general attitudes about alcohol use and societal expectations regarding the level and type of use that is considered appropriate.
5. What are the norms in our community regarding alcohol use?
6. When is it acceptable for adults to use alcohol?
If needed add- Celebrations such as weddings or holidays? Sporting events? Seasonal recreational activities(fishing, hunting, snowmobiling? Community Events such as Fairs, Music Fests, etc.?)
7. When is it acceptable for minors to use alcohol?
8. Who can acceptably serve alcohol to minors? Under what circumstances?
9. What is our community’s attitude toward drinking and driving?
10. What groups, businesses or organizations promote the use of alcohol in our community?
11. So, to what extent do you think community norms contribute to the misuse of alcohol in our community? (Round Robin)
enforcement of alcohol related laws
Note to Facilitator- For this section, it would be helpful to have the information available from Worksheet 4: Interview- Enforcement Assessment regarding punishment for violations (Questions 8a, 8b and 8c) and measures being taken (Questions 10, 12, 14 and 16).
12. Lastly, let’s think about enforcement of alcohol related laws.
13. How effective is our community at enforcing laws against drinking and driving?
14. How effective is our community at enforcing laws against adults buying alcohol for minors?
15. How effective is our community at enforcing laws against sales of alcohol to minors?
16. How effective is our community at enforcing laws against sales to intoxicated persons?
17. Based on the things we’ve just talked about, how do you think that that the enforcement
of the laws in our community relate to misuse of alcohol? (Round Robin)
Ending Question:
18. Considering the three causes that we’ve talked about today- social availability,community norms, and enforcement of alcohol related laws- which one is the leading cause of the misuse of alcohol in our community? (Round Robin)
Our goal is to find out what is contributing to the misuse of alcohol in our community. 19. Have we missed anything? Do you have any final comments?
Thank the participants for coming.
Recording and Using the Information- Every effort should be made to document the discussion that occurred during the Community Forum. This can be done by having a colleague take notes (noting common themes, quotes, suggestions, etc.), by having a colleague scribe participant comments on chart paper (by common themes), or through the use of a tape or video recorder.
After the Community Forum, the summary form provided on Worksheet 16 can be used to summarize major themes and quotes from the discussion.
Worksheet 15: Community Forum (Version 2- Education plus Data Collection)
Preparing for the Forum- Follow the Community Forum Key Elements provided in Info Sheet 3 (in Information Sheet section).
Suggestions for Process- Start the Community Forum with a review of alcohol related data focusing on motor vehicle crashes, underage alcohol use (12-20 year olds) and binge drinking by 18-25 year olds. Explain to participants that the Forum’s purpose is to explore what they think are the primary causes of these alcohol related problems in the community. Explain that, over time, the project will be working on ways to reduce these problems, but for the discussion tonight, the goal is to understand why the community has such a big problem with alcohol use.
Community Forum Suggested Questions
Underage Drinking
1. You’ve just learned about alcohol consumption by 12-20 year olds in our community. Why do you think we have such a high rate of underage drinking?
2. Is it acceptable for persons under the age of 21 to drink in our community?
Prompt- How wrong do most adults think it is to for persons under the age of 21 to drink?
Note- In some communities, and especially if the group includes young adults, the discussion of this question can easily become a debate about lowering the drinking age. To prepare for this possibility, the facilitator can visit the MADD website ( to obtain information detailing why the minimum legal drinking age law is important to people irregardless of age and how it saves lives.
3. Where do you think underage youth in our community are getting alcohol?
Prompt- From stores? Bars? Their homes? Other adults? Their friends?
4. Where do you think underage youth and young adults in our community are drinking alcohol?
Prompt- At informal gatherings such as parties at a friends home, at the beach or at some other unsupervised location?
5. Are they more likely to drink and then drive from any of these places? If yes, which ones?
6. Is it acceptable for teens and young adults (under age 21) to binge drink in our community?
7. How effective do you think local laws against selling alcohol to underage youth are enforced in our community?
High Risk Drinking
8. Earlier we looked at data showing the prevalence of binge drinking (i.e., having five or more drinks within an hour or two) and driving after drinking in our community. Why do you think there are such high rates of binge drinking here in our community?
9. Is it acceptable for adults (aged 21-25) to binge drink in our community?
10. Why do you think there are such high rates of driving after drinking in our community?
11. How effective do you think our community is at enforcing laws against drinking and driving?
12. Is there any other information you would like to share that we have not already discussed?
After the Community Forum, the summary form provided on Worksheet 16 can be used to summarize major themes and quotes from the discussion.
Worksheet 16: Summary of Notes for Community Forum
Date: ____ Location: ______________________ Number of People in Attendance:____
Facilitator: ______________________________ Note Taker: ________________________
|Intervening Variable |Major Ideas or Themes |Quotes |Consensus or |
| | | |Disagreement? |
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|Other thoughts, ideas, or comments that arose during the Community Forum: |
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Worksheet 17: Community Perception Survey (Version 1)
Before beginning our discussion tonight, we would appreciate your opinions on the following questions.
Do not put your name on this form. Responses will be compiled and shared with the group.
1. How wrong would most adults in our community think it is for UNDERAGE YOUTH TO DRINK?
___Very wrong ___Wrong ___A little bit wrong ___Not wrong at all
2. How easy or difficult is it for underage youth in our community to obtain alcohol from the
following people-
a. Older siblings? __Very difficult ___Difficult ___Easy ___Very Easy
b. Parents? __Very difficult ___Difficult ___Easy ___Very Easy
c. Friends? __Very difficult ___Difficult ___Easy ___Very Easy
d. Adult strangers? __Very difficult ___Difficult ___Easy ___Very Easy
3. How easy or difficult do you think it would be for underage youth to get beer, wine, wine coolers, or liquor from home without their parents knowing it?
___Very difficult ___Difficult ___Easy ___Very Easy
4. How often do you think parents in our community provide alcohol at parties their children host?
__Regularly ___Occasionally ___Rarely ___Never
5. How serious a problem is alcohol consumption by underage youth (12-20 years old) at
unsupervised, informal gatherings (e.g., parties, at friend’s houses) in our community?
__Very serious problem ___Serious problem ___Somewhat of a problem ___Not a problem at all
6. How wrong would most adults in our community think it is for other adults to BINGE DRINK? (having five or more drinks within an hour or two)?
___Very wrong ___Wrong ___A little bit wrong ___Not wrong at all
7. How wrong would most adults in our community think it is for 18-20 year olds to binge drink? ___Very wrong ___Wrong ___A little bit wrong ___Not wrong at all
8. How wrong would most adults in our community think it is for young adults (age 21-25 years old) to binge drink?
___Very wrong ___Wrong ___A little bit wrong ___Not wrong at all
9. How wrong would most adults in our community think it is to DRINK AND DRIVE?
___Very wrong ___Wrong ___A little bit wrong ___Not wrong at all
10. How serious a problem are alcohol-related motor vehicle fatalities and injuries in our community?
__Very serious problem ___Serious problem ___Somewhat of a problem ___Not a problem at all
Worksheet 18: Community Perception Survey (Version 2)- Drinking & Driving
Community: ___________________________ Date: __________
1) Are you: ___ Female ___Male
2) What is your age? ___18 through 20 ___21 through 25 ___26 through 65 ___66 or older
|1 = Not A Problem 2 = A Minor Problem 3 = A Significant Problem 4 = Don't Know | | | | |
| (Place a check in the box that best describes your perception). |1 |2 |3 |4 |
|How much of a problem is alcohol use by persons aged 16 to 20 in our community? | | | | |
|How much of a problem is alcohol use by persons aged 21 to 34 in our community? | | | | |
| |Very |Some |Quite |A |Don’t |
|DRINKING AND DRIVING QUESTIONS: |little | |a lot |great |know |
|To what extent does each of the following factors encourage driving after drinking in our community? | | | |deal | |
| |or none | | | | |
|(Place a check in the box that best describes your perception). | | | | | |
Worksheet 18: Community Perception Survey (Version 2)- Binge Drinking
Community: ___________________________ Date: __________
3) Are you: ___ Female ___Male
4) What is your age? ___18 through 20 ___21 through 25 ___26 through 65 ___66 or older
|1 = Not A Problem 2 = A Minor Problem 3 = A Significant Problem 4 = Don't Know | | | | |
| (Place a check in the box that best describes your perception). |1 |2 |3 |4 |
|How much of a problem is alcohol use by persons aged 18 to 20 in our community? | | | | |
|How much of a problem is alcohol use by persons aged 21 to 25 in our community? | | | | |
| |Very little |Some |Quite a lot |
|BINGE DRINKING QUESTIONS: |or none | | |
|To what extent does each of the following factors | | | |
|encourage, cause, or facilitate high-risk drinking | | | |
|behaviors such as drinking and driving or *binge | | | |
|drinking (having five or more drinks within an hour| | | |
|or two) in our community? | | | |
| | | | |
|(Place a check in the box that best describes your | | | |
|perception). | | | |
| | | | |
|1. Graduation Parties |Yes No Unsure |Yes No Unsure |Yes No Unsure |
| | | | |
|2. Family celebrations- | | | |
|(Baptisms, Births, Holidays, etc.) |Yes No Unsure |Yes No Unsure |Yes No Unsure |
| | | | |
|3. Wedding Dances |Yes No Unsure |Yes No Unsure |Yes No Unsure |
| | | | |
|4. Funerals |Yes No Unsure |Yes No Unsure |Yes No Unsure |
| |Yes No Unsure | | |
|5. Public Gatherings- | |Yes No Unsure |Yes No Unsure |
|(Fairs, Music Festivals, etc.) | | | |
| | | | |
|6. Other Community Events- | | | |
|(St. Patrick’s Day Parades, | | | |
|Homecoming Games, etc.) |Yes No Unsure |Yes No Unsure |Yes No Unsure |
| | | | |
|7. Adult Sporting events | | | |
|(Tailgate parties, Post game | | | |
|Celebrations, etc.) |Yes No Unsure |Yes No Unsure |Yes No Unsure |
| | | | |
|8. Youth Sporting Events | | | |
|(Parents bring coolers into | | | |
|ball parks, city parks, etc. ) |Yes No Unsure |Yes No Unsure |Yes No Unsure |
| | | | |
|9. Other [please describe]: | | | |
| | | | |
| | | | |
|10. Comments: | | | |
| | | | |
| | | | |
| | | | |
Community _______________________ Event ________________________________________ Date _______
Worksheet 21: Community Norms Survey- Availability (Summary Form)
Tabulate the results of the Community Norms Survey: Availability and note the number of people who responded for each answer by writing that number in the space beside each answer.
Describe from whom and how you collected this information________________________________________________________________
# of people completing survey ________ Name of person compiling results ____________________________ Date __________
| | Is it acceptable for adults |Do people drive home drunk from: | |
|Please circle the answer you feel is | | |Is it acceptable for underage youth to|
|most appropriate (at right). |to get drunk at: | |drink at: |
| | | | |
|1. Graduation Parties |Yes No Unsure |Yes No Unsure |Yes No Unsure |
| | | | |
|2. Family celebrations- | | | |
|(Baptisms, Births, Holidays, etc.) |Yes No Unsure |Yes No Unsure |Yes No Unsure |
| | | | |
|3. Wedding Dances |Yes No Unsure |Yes No Unsure |Yes No Unsure |
| | | | |
|4. Funerals |Yes No Unsure |Yes No Unsure |Yes No Unsure |
| | Yes No Unsure | Yes No Unsure | Yes No Unsure |
|5. Public Gatherings- | | | |
|(Fairs, Music Festivals, etc.) | | | |
| | | | |
|6. Other Community Events- | | | |
|(St. Patrick’s Day Parades, | | | |
|Homecoming Games, etc.) |Yes No Unsure |Yes No Unsure |Yes No Unsure |
| | | | |
|7. Adult Sporting events | | | |
|(Tailgate parties, Post game | | | |
|Celebrations, etc.) |Yes No Unsure |Yes No Unsure |Yes No Unsure |
| | | | |
|8. Youth Sporting Events | | | |
|(Parents bring coolers into | | | |
|ball parks, city parks, etc. ) |Yes No Unsure |Yes No Unsure |Yes No Unsure |
| | | | |
|9. Other [please describe]: | | | |
| | | | |
10. Summarize comments.
Worksheet 22: Environmental Scan- Promotion
Advertising Billboard Count
To gain a better sense of the magnitude of alcohol advertising in the community gather the following data on alcohol marketing and promotion through billboard advertising.
Directions
Measure the percentage of billboards in the community through the following process:
1) Drive State highways, U.S. interstates and business districts in the community.
2) Use a map and note locations of all billboards with a sequential numbering system.
3) Circle the number when a billboard advertises alcohol products, alcohol sales,
or events with alcohol sponsorship.
4) On the Billboard Advertising Summary Report Form (next page), note details for all
numbered billboards (those that advertise alcohol) using the following as your guide:
Billboards that advertise Alcohol Brands or Outlets-
Note the following:
Alcohol brand/type.
Type of outlet such as liquor store, bar, restaurant, grocery, gas station, discount store, or hotel/motel if mention bar service.)
Does the billboard encourages the increased use of alcohol during special events/sales and provide details (“ladies' night,” “happy hour,” unlimited drinking for a fixed price or over fixed time period, free or reduced priced drinks with a coupon, or “2-for-1 night”)?
Is the billboard is visible from: Residences (homes, apartments, condos, etc.), Churches, Parks, Schools/Colleges, or Hospitals?
Does the billboard contain: Animals, People, Teens/Young Adults, Minorities, Alcohol Products, Cartoons, or Logo of the Alcohol Company?
Billboards that advertise Community Events that are Sponsored by Alcohol Industry and/or Promote Alcohol Use- Note the following:
Name of Community Event/Celebration (such as County Fair or Music Fest with Beer Tents, St. Pat’s Day Events, Tailgate Party, etc.)
Alcohol brand/type.
How is alcohol mentioned (available on site, sponsored by ___, etc.)?
Is the billboard is visible from: Residences (homes, apartments, condos, etc.), Churches, Parks, Schools/Colleges, or Hospitals?
Does the billboard contain: Animals, People, Teens/Young Adults, Minorities, Alcohol Products, Cartoons, or Logo of the Alcohol Company?
5) Tabulate the number of billboards that advertises alcohol.
6) Calculate the percent of billboards that advertise alcohol and sponsored events in the community, by completing the formula below.
Number of billboards advertising alcohol ÷ Total number of billboards
= Percentage of billboards advertising alcohol ________
Worksheet 23: Summary Report Form Billboard Advertising
Local Billboards that Advertise Alcohol and Events that Promote Alcohol
|Circled| |Specials/Sales? | | |Please provide information listed below: |
|Billboa| |(ladies' night, happy |Outlet Type? |Community Event? | |
|rd # |Item Info |hour, unlimited |(Liquor store, bar, | | |
| |(Name brand, note |drinking for a fixed |restaurant, grocery,|(County Fair or | |
| |if logo is |price or over fixed |discount or |Music Fest, St. | |
| |included.) |time period, free or |convenience store, |Pat’s Day Events, | |
| | |reduced price drinks |hotel/motel if |Tailgate Party, | |
| | |with a coupon, or |mention bar |etc.) | |
| |Type |2-for-1 special.) |service.) | | |
| |(Beer- Microbrew, | | | | |
| |Taps, Kegs, | | | | |
| |Wine, etc.) | | | | |
| | | | | | Note if billboard is visible from any of the |
| | | | | |following: Residences, Churches, Parks, |
| | | | | |Schools/College, Hospitals. |
| | | | | |Note if the ad includes animals or cartoons. |
| | | | | |Note approximate ages of people in the ad. |
| | | | | |Note if minorities are pictured in the ad. |
| | | | | |Note if the ad has sexual content/flavor. |
| | | | | |For Community Events- Note name of |
| | | | | |Event or Celebration and detail how |
| | | | | |alcohol is mentioned in the ad. |
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Complete the form(s) for the Intervening Variables that appear to be most prominent in your community. Then, develop a plan for gathering data related to the contributing factors for that Variable using these worksheets.
Complete the form(s) for the Intervening Variables that appear to be most prominent in your community. Then, develop a plan for gathering data related to the contributing factors for that Variable using these worksheets.
Complete the form(s) for the Intervening Variables that appear to be most prominent in your community. Then, develop a plan for gathering data related to the contributing factors for that Variable using these worksheets.
Complete the form(s) for the Intervening Variables that appear to be most prominent in your community. Then, develop a plan for gathering data related to the contributing factors for that Variable using these worksheets.
Complete the form(s) for the Intervening Variables that appear to be most prominent in your community. Then, develop a plan for gathering data related to the contributing factors for that Variable using these worksheets.
Complete the form(s) for the Intervening Variables that appear to be most prominent in your community. Then, develop a plan for gathering data related to the contributing factors for that Variable using these worksheets.
Complete the form(s) for the Intervening Variables that appear to be most prominent in your community. Then, develop a plan to gathering data related to the contributing factors listed for that Variable using these worksheets.
Worksheet 28: Coalitions - Rating our Collaborative Process
Name of coalition ________________________________ Date __________
Successful; community coalitions seem to have some similar characteristics (Keith et,al., 1993). These characteristics were derived from a review of research on community collaborations plus feedback from practitioners working with them.
Each of the following characteristics influences the collaborative process. Please use the five point scale below to note your opinion of how the coalition is functioning in each of the listed characteristics. Place your score on the line following the description.
* If needed for clarification, more definition for each characteristic is provided on the next page.
Strongly Strongly
Disagree Agree
0 1 2 3 4 5
Description of the Characteristics:
Goals- The coalition has clear goals that are related to the needs and are achievable. These goals have been written down and agreed upon by coalition members. ____
Communication - The coalition has open and clear communication. There is an established process for communication between meetings. Common language is used by all participating members. ____
Sustainability - The coalition has a plan for continued focus on the desired outcomes, sustaining membership, and resources. This plan involves membership guidelines relating to terms of office and replacement of members. ____
Research and Evaluation - The coalition has focused on its outcomes, identified impacts, and conducted a needs assessment to establish its goals. Additionally, data is continually collected to establish that goals have been met. ____
Political Climate- The history and environment surrounding leadership, power, and decision making is positive. Political climate may be within the community as a whole, systems within the community or networks of people. ____
Resources - The coalition has access to needed resources. Resources refer to four types of capital: environmental, in-kind, financial, and human. ____
Catalysts - The coalition was started because of an existing situation or crisis. A comprehensive approach was required to effectively address the situation or crisis. ____
Strongly Strongly
Disagree Agree
0 1 2 3 4 5
Policies/Laws/Regulations - Solving problems collaboratively means transforming changes in policies, laws and regulations. ____
History - In communities where a history of cooperation exists, the coalition members trust each other and the collaboration process. The coalition has a history of working cooperatively and solving problems.
Connectedness- The coalition has established collaborations between appropriate individuals, groups, organizations and communities that can be involved in local coalition efforts. Informal and formal communication networks are established within each of these collaborations. ____
Leadership - Coalition leadership facilitates and supports team building, and capitalizes upon diversity and individual, group and organizational strengths. ____
Community Development - This coalition has successfully mobilized the community to address important issues. There is a communication system and formal information channels that permit the exploration of issues, goals and objectives. ____
Understanding Community - The coalition understands the community, including its people, cultures, values, habits, and traditions. ____
Definition of Characteristics
Goals- Coalitions need goals in order to be effective. Clear, elevating goals provide the member with a sense of worthiness, opportunity, challenge, consequence, identification and appeal. These goals are related to the needs and are achievable, thus, appealing to that sense of purpose in which humans operate. Goals allow members to buy into what the coalition is doing. There is interdependency among members because they rely on one another for the achievement of the group’s goals. Goals are most effective when written down and agreed upon.
Communication- Collaborative efforts are dependent upon open and clear communication. A formal process for communication between meetings must be established, as well as commun-ication from the coalition to the broader community. Establishing and maintaining non-formal communication channels with local community leaders will also be essential. Marketing of the coalitions efforts must be conducted in order to obtain community support and acquire needed resources.
Sustainability- In order for collaborative efforts to be sustainable, it is essential that systems be instituted to provide sustained membership, resources, and strategic program planning. Resource development efforts must be ongoing to assure that the appropriate level of revenue, time, and people are available to conduct the group’s programming efforts. Planning must be both short-term and long-term. The coalition must be able to identify emerging trends and issues and develop strategies for needed expansion.
Research and Evaluation- Obtaining and utilizing information is essential for collaborative groups. Data must be collected which established benchmarks for future impact and outcome analysis. Evaluation efforts are essential to monitor progress related to the group’s goals and objectives and to make modifications where necessary. Strategies for communicating program impacts must be established.
Political Climate- Political Climate is history and environment surrounding power and decision making. Political Climate may be within the community as a whole, systems within the community or networks of people. A healthy coalition insures that Political Climates affecting or potentially affecting the coalition have been identified and utilized in the positive develop-ment of the coalition. A wide cross section of people, groups and organizations within the identified Political Climate will better insure as a mutually inclusive membership within the coalition. It is important that a coalition has members who know which decision makers need to be influenced and how to influence those decision makers.
Resources- Within a coalition, resources refer to four types of capital: environmental, in-kind, financial, and human. An environment where there is connectedness at all levels, as a history of working together, as a supportive Political Climate, and Policies, Laws and Regulations that encourage cooperativeness, increases the probability of a successful collaborative effort. The contribution of human capital to a coalition is a crucial investment for Sustainability.
Catalysts- Catalysts get the coalition started. The existing problem(s) or the reason(s) for the coalition to exist must be viewed by the community and potential coalition members as a situation that requires a comprehensive response. In addition to a community-wide issue, the second type of catalyst needed is a convener. This is a person who calls the initial meeting of a coalition and draws everyone into a dialog about possible solutions to the situation. Conveners must have organizational and interpersonal skills, and must carry out the role with passion and fairness.
Policies/Laws/Regulations- Solving problems collaboratively means transforming and changing Policies, Laws and Regulations. Coalitions are more likely to succeed and be sustained when supportive Policies, Laws and Regulations are in place.
History- History has to do with a community’s past with regard to working cooperatively or competitively. Collaboration is more likely to succeed in communities that have a history of working together cooperatively (Mattessich & Monsey, 1992). In communities where a history of cooperation exists, the coalition members trust each other and the collaboration process. Coalitions succeed in an environment that is oriented toward cooperation and away from competition.
Connectedness- Connectedness refers to the linkages between individuals, groups, and organizations. It is how people know each other or how they are connected to one another. There are multiple types of connections that are not mutually exclusive. Coalitions that employ both the formal and informal networks of communication to support them are more likely to succeed. Coalitions that are effective involve well connected individuals, groups, organizations and communities and have established informal and formal communication networks at all levels of Connectedness.
Leadership- Community collaboration requires effective leadership. While leadership is often defined as who is in power, the definition of leadership for successful Coalitions is broadened to include those who impact change within their community, group and/or organization. Norms of operations must be established which include protocol, conflict resolution, political and cultural sensitivity, structure, and roles and responsibilities. Leadership should facilitate and support team building and capitalize upon diversity and individual, group and organizational strengths.
Community Development- Community development is the process of mobilizing communities to address important issues and build upon the strengths of the community. The coalition begins the process of defining its vision, mission, values, principles and outcomes within the context of the attitudes, norms, beliefs and values of the larger community. A sense of trust is critical to successful community development strategies.
Understanding Community- Understanding the community, including its people, cultures, values and habits, provides the foundation for effective collaboration. It allows the practitioner to gain a sense of the vision the community has for itself and the underlying values of the citizenry. The practitioner will recognize the diversity of strengths and weaknesses that influence the success of the coalition. A clear view of the overall strengths can be made and so as to not focus on the weaknesses.
Adapted from The Spider Web activity and The Collaborative Process Checklist, National Network for Collaboration Training Manual (University of Vermont, Center for Rural Studies),
Directions for conducting and scoring the survey:
All coalition members are invited to complete the survey including members of the Leadership Team (steering committee and committee chairs.) A volunteer then collects the surveys and tabulates responses on the form below. (If desired, the Leadership Team surveys can be scored separately for comparison.) Add up the scores to determine how your collaboration operates.
|A Collaboration Progress Checklist |
|Factors: |Strongly Agree |Some |Neither |Some |Strongly |
| | |What |Agree or |What |Disagree |
| |1 |Agree |Disagree |Disagree | |
| | |2 |3 |4 |5 |
|Goals | | | | | |
|Communication | | | | | |
|Sustainability | | | | | |
|Research and Evaluation | | | | | |
|Political Climate | | | | | |
|Resources | | | | | |
|Catalysts | | | | | |
|Policies/Laws/Regulations | | | | | |
|History | | | | | |
|Connectedness | | | | | |
|Leadership | | | | | |
|Community Development | | | | | |
|Understanding Community | | | | | |
|Total | | | | | |
How did you do? Add up scores and compare to rating scale below:
0-30 Super! The coalition has many components that comprise a successful collaboration: goals, working members and strong leadership. Celebrate and continue on. The benefactors of the coalition’s hard work are the community’s youth and families.
31-48 Good! The coalition has some key factors, however, there is need to develop the inter-workings of the group. The coalition is steadily working toward its goals but should consider new ways to work together to increase efficiency and effectiveness.
70. Regroup or Retool! The coalition has areas that require work. Note which areas rank lowest and work with the coalition to explore and select appropriate ways to improve.
Worksheet 29: Inclusivity Checklist
Use this checklist to measure a coalition’s level of preparedness for multicultural work, and to identify areas for improvement. Any item that is not checked “yes” may indicate an area for change.
1. The leadership of our coalition is multiracial and multicultural.*
___ Yes ___ No ___ Unsure
2. We make special efforts to cultivate new leaders, particularly women and people of color.
___ Yes ___ No ___ Unsure
3. Our mission, operations, and products reflect the contributions of diverse cultural and social groups.
___ Yes ___ No ___ Unsure
4. We are committed to fighting social oppression within the coalition and in our work in the community.
___ Yes ___ No ___ Unsure
5. Members of diverse cultural and social groups are full participants in all aspects of our coalition’s work.
___ Yes ___ No ___ Unsure
6. Representatives from any one cultural group do not dominate meetings.
___ Yes ___ No ___ Unsure
7. All segments of our community are represented in decision making.
___ Yes ___ No ___ Unsure
8. There is sensitivity and awareness regarding different religious and cultural holidays, customs, recreational preferences, and food preferences.
___ Yes ___ No ___ Unsure
9. We communicate clearly, and people of different cultures feel comfortable sharing their opinions and participating in meetings.
___ Yes ___ No ___ Unsure
10. We prohibit the use of stereotypes and prejudicial comments.
___ Yes ___ No ___ Unsure
11. Ethnic, racial, and sexual slurs or jokes are not welcome.
___ Yes ___ No ___ Unsure
12. We depend on each other. The appropriate people are involved and there is enough trust
and respect for strategies we launch to work.
___ Yes ___ No ___ Unsure
*A complication of this issue would be if the community in which a coalition is located is not multiracial. In this situation, if members of a minority or multiracial group are placed in a position of leadership they might need to be tough, courageous, and patient, no matter how much support they have.
Adapted with permission from the Community Tool Box, Chapter 27. Cultural Competence in a Multicultural World, Section 7, Tool #3. Accessed on 5/16/09 at
Worksheet 30: Problem Statement Worksheet
(1) Create an effective problem statement.
The problem is ______________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Effective or Functional Problem Statements:
A) Identify one issue or problem at a time.
B) Avoid blame. (e.g. the problem is “young people in our neighborhood do not have enough positive activities” rather than “the kids in Belmont have nothing to do and are trouble makers.”)
C) Avoid naming specific solutions. (e.g. the problem is not “we don’t have a youth center”– the
problem may be “young people in our neighborhood are getting into trouble during after-school hours”
for which a new youth center may be one element of an overall solution.)
D) Define the problem by the behaviors and conditions that affect it. Good problem statements frame the issue as either not enough good conditions / behaviors or too many bad conditions / behaviors.
E) Are specific enough to be measurable.
F) Reflect community concerns as heard during the assessment process.
(2) Chose the best framing.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Reframed Problems Often:
(a) Identify the lack of / too little of a POSITIVE condition or behavior.
(e.g. “Not all of our young people are graduating from high school.”)
(b) Identify presence of / too much of a NEGATIVE condition or behavior.
(e.g. “Too many of our young people are dropping out of high school.”)
(c) As both, if different constituencies seem to respond to different framings of the issue.
(e.g. “More families should have food security and no child should go hungry.”)
(3) Return to the community the “answer you heard.”
Source: Being an Effective Coalition using the Strategic Prevention Framework (CADCA’s DFC Grantee Training
-----------------------
Worksheet 3: Environment Scan – Assessing Access – page 1
Worksheet 3: Environmental Scan – Assessing Access – page 2
Worksheet 4: Interview- Enforcement Assessment – page 1
Worksheet 4: Interview- Enforcement Assessment - page 2
Worksheet 4: Interview- Enforcement Assessment – page 3
Worksheet 5: Interview- Enforcement Assessment – page 4
Worksheet 4: Interview- Enforcement Assessment – page 5
Priority- Motor vehicle fatalities and injuries
Worksheet 6: Focus Groups –Drinking and Driving – page 1
Priority- Motor vehicle fatalities and injuries
Worksheet 6: Focus Groups –Drinking and Driving – page 2
Priority- Motor vehicle fatalities and injuries
Worksheet 6: Focus Groups –Drinking and Driving – page 3
Priority- Motor vehicle fatalities and injuries
Worksheet 6: Focus Groups –Drinking and Driving – page 4
Priority- Underage Drinking
Worksheet 6: Focus Groups –Underage Use – page 1
Priority- Underage Drinking
Worksheet 6: Focus Groups –Underage Use – page 2
Priority- Underage Drinking
Worksheet 6: Assessment – Focus Groups –Underage Drinking– page 3
Priority- Binge Drinking
Worksheet 6: Focus Groups –Binge Drinking– page 1
Priority- Binge Drinking
Worksheet 6: Focus Groups –Binge Drinking– page 2
Priority- Binge Drinking
Worksheet 6: Assessment – Focus Groups –Binge Drinking– page 3
Priority- Binge Drinking
Worksheet 6: Focus Groups –Binge Drinking– page 4
Priority- Motor vehicle fatalities and injuries
Worksheet 10: Analyzing Contributing Factors for Intervening Variables related to the Identified Problem - page 1
Priority- Motor vehicle fatalities and injuries
Worksheet 8: Analyzing Contributing Factors for Intervening Variables related to the Identified Problem - page 2
Priority- Motor vehicle fatalities and injuries
Worksheet 10: Analyzing Contributing Factors for Intervening Variables related to the Identified Problem - page 3
Priority- Underage Drinking
Worksheet 10: Analyzing Contributing Factors for Intervening Variables related to the Identified Problem - page 1
Priority- Underage Drinking
Worksheet 10: Analyzing Contributing Factors for Intervening Variables related to the Identified Problem - page 2
Priority- Underage Drinking
Worksheet 10: Analyzing Contributing Factors for Intervening Variables related to the Identified Problem - page 3
Priority- Binge Drinking
Worksheet 10: Analyzing Contributing Factors for Intervening Variables related to the Identified Problem - page 1
Priority- Binge Drinking
Worksheet 10: Analyzing Contributing Factors for Intervening Variables related to the Identified Problem - page 2
Priority- Binge Drinking
Worksheet 10: Analyzing Contributing Factors for Intervening Variables related to the Identified Problem - page 3
Worksheet 5: Environmental Scan – Bar Assessment – page 1
Worksheet 5: Environmental Scan – Bar Assessment – page 2
Worksheet 14: Community Forum (Version 1) – page 1
Worksheet 14 Community Forum (Version 1) – page 2
Worksheet 15: Community Forum (Version 2) – page 1
Worksheet 15: Community Forum (Version 2) – page 2
Priority- Motor vehicle fatalities and injuries
Priority- Binge Drinking
Priority- Underage Drinking
Priority- Binge Drinking
Worksheet 22: Environmental Scan- Advertising Billboard Count (Directions)
Worksheet 22: Environmental Scan- Advertising Billboard Count (Score Sheet)
Worksheet 24: Environmental Scan- Newspaper Advertising (Instructions)
Worksheet 25: Environmental Scan- Summary Report Form Newspaper Advertising (Scoring Sheet)
Worksheet 26: Examples of Contributing Factors
Intervening Variable
Ï% ID Issues (using fake ID s, failure by retailers to check ID s, using friends /siblings ID)
Ï% Compliance to Regulations and Ordinances (sales to minors, sales to intoxicated persons)
Ï% Density (high number of package sales locations, h
● ID Issues (using fake ID’s, failure by retailers to check ID’s, using friends’/siblings’ ID)
● Compliance to Regulations and Ordinances (sales to minors, sales to intoxicated persons)
● Density (high number of package sales locations, high number of open container sales locations)
● Young Employees (clerks sell to underage friends)
● Youth and adults report perception of easy availability
● Product Placement (ease of shoplifting, alcohol placement in store, segregated sales)
● Product Characteristics (Forty ounce containers, iced shots, drive-up windows, keg
registration tags easy to remove)
Worksheet 26: Examples of Contributing Factors- page 1
● Friends and Relatives provide alcohol to minors (parents provide alcohol to minors,
older siblings and other relatives provide alcohol, legal-age friends provide for underage youth,
strangers buy)
● Availability of unsupervised and other drinking locations (parties at the lake, college
parties, older friends/relatives apartments, off-season campgrounds and parks, vacant buildings)
● Community Celebrations (community festivals, graduations, weddings, acceptance of binge
drinking at many social settings, acceptance of underage alcohol use)
● Adults are unaware of consequences for providing alcohol to minors (unaware of
laws regarding providing alcohol to minors, unaware of consequences and liability)
● Adults are unaware of issues such as adolescent brain development research
regarding damage due to alcohol use.
● Parents providing a location/allowing underage persons to drink (think it is safer
since youth won’t be drinking and driving)
● Workplace promotion (workplaces promote drinking as part of it’s culture/tradition,
expectations employees will go to bar after work, office celebrations include alcohol, etc.)
Social Access
Easy Retail Access
Worksheet 26: Examples of Contributing Factors - page 2
Worksheet 26: Examples of Contributing Factors
● National Promotion (alcohol industry advertising floods the community with pro-alcohol
Messages- many targeting youth, campaigns also target minority groups)
● Local Promotion (excessive number of advertisements for alcohol via local media, banners
At community events promoting alcohol and alcohol specials, ads encourage excessive drinking,
ads on campus promote alcohol as sexy and fun-filled)
● My Space/You Tube creates expectations for youth regarding drinking behavior
Social/ Community Norms
● Family Acceptance (parents permit underage drinking, family inclusion of alcohol at events,
Parents/grandparents, etc. prefer youth use alcohol rather than other “bad drugs” )
● Multigenerational Use (adults of all ages drink in public and create sense of acceptance,
drinking is a normal pattern for parents, grandparents, uncles, etc.)
● Considered Right of Passage (family and friends encourage a culture of drinking and binge
drinking)
● Youth Perceptions (drunkenness/excessive consumption of alcohol is seen as okay/cool,
alcohol use is perceived as a bonding activity, perceived as the norm, lack of alternative
activities leads to drinking, excessive drunkenness is OK & even cool)
● Drink Pricing (bars near campus compete for student purchases with drink specials, retail
competition, free drinks at casinos, happy hours)
● Density of bars create competition/lower prices
● Container Pricing (discount pricing available in quantity purchases, retailers offer holiday
specials, retailer competition, convenience/gas stations price beer cheaply to attract customers)
● Holiday discounts on alcohol
● Alcohol prices low at convenience stores to attract customers
Pricing
Promotion
Intervening Variable
Worksheet 26: Examples of Contributing Factors
Worksheet 26: Examples of Contributing Factors - page 3
● Low perception of getting arrested (little evidence of significant enforcement, previous
drinking and driving had no bad consequences, low number of arrests, police are not summoned to
schools/colleges for alcohol law violations, few adult arrests for supplying alcohol, knowledge of
low number of police officers )
● Low perception of consequences (drinking and driving not perceived to be dangerous, minors
don’t believe courts will punish them/won’t implement severe penalties)
● Lack of parental enforcement of consequences (parents have few rules and consequences
regarding alcohol use)
● Inaccurate Beliefs about alcohol (belief that alcohol is not as dangerous as other drugs, that
alcohol use is safe as long as not driving, that hard liquor is dangerous but beer is not)
● Lack of Enforcement Resources (shortage of officers, lack of knowledge/training for
officers)
● Law Enforcement Practice (Inconsistent application of laws with minors /OWI’s, low arrest rate for OWI’s/underage use few or no retail compliance checks, low number of “Party Patrols”)
● Judicial Practice (high dismissal rates by courts for DUI’s/underage use, no/low prosecution by
DA, inconsistent application of legal consequences by courts, low/short mandatory sentencing,
few first offender consequences)
● Lack of monitoring at Social Events (no/low enforcement at sporting events, social parties,
graduations, at state campgrounds, boaters on the lakes)
● Low community support for enforcement efforts
● Enforcement of alcohol laws not a priority (not seen as a big issue compared to other drugs)
● Lack of Parental Enforcement (parents don’t support/enforce existing alcohol related laws, parents have few, if any, rules regarding drinking,)
Low Perceived Risk
Low Enforcement
Intervening Variable
Worksheet 27: Collecting Contributing Factor Data
1. ID Issues
2. Compliance to Regulations
and Ordinances
3. Density
4. Young Employees
5. Youth and adults report perception
of easy availability
6. Product Placement
7. Product Characteristics
Easy Retail Access
Intervening Variable
Contributing Factors
Person responsible?
How will we measure? Source of data?
Worksheet 27: Collecting Contributing Factor Data
Contributing Factors
Intervening Variable
1. Friends and Relatives provide
alcohol to minors
2. Availability of unsupervised
and other drinking locations
3. Community Celebrations
4. Adults are unaware of consequences
for providing alcohol to minors
5. Adults are unaware of issues such as
adolescent brain development research regarding damage due to alcohol use.
6. Parents providing a location/allowing
underage persons to drink
7. Workplace promotion
How will we measure? Source of data?
Social Access
Person responsible?
Worksheet 27: Collecting Contributing Factor Data
1. National Promotion
2. Local Promotion
3. My Space/You Tube creates
expectations for youth regarding
drinking behavior
Person responsible?
How will we measure? Source of data?
Contributing Factors
Promotion
Intervening Variable
Worksheet 27: Collecting Contributing Factor Data
Contributing Factors
Intervening Variable
1. Drink Pricing
2. Density of bars create
competition/lower prices
3. Container Pricing
4. Holiday discounts on alcohol
5. Alcohol prices low at convenience stores to attract customers
Person responsible?
How will we measure? Source of data?
Pricing
Worksheet 27: Collecting Contributing Factor Data
Intervening Variable
Person responsible?
How will we measure? Source of data?
Contributing Factors
1. Family Acceptance
2. Multigenerational Use
3. Considered Right of Passage
4. Youth Perceptions
Social/ Community Norms
Worksheet 27: Collecting Contributing Factor Data
1. Lack of Enforcement Resources
2. Law Enforcement Practice
3. Judicial Practice
4. Lack of monitoring at
Social Events
5. Low community support for
enforcement efforts
6. Enforcement of alcohol
laws not a priority
7. Lack of Parental Enforcement
Contributing Factors
Intervening Variable
Low Enforcement
Person responsible?
How will we measure? Source of data?
Worksheet 27: Collecting Contributing Factor Data
Contributing Factors
1. Low perception of getting
arrested
2. Low perception of
consequences
3. Lack of parental enforcement
of consequences
4. Inaccurate Beliefs about alcohol
Low Perceived Risk
Person responsible?
How will we measure? Source of data?
Intervening Variable
Worksheet 28: Coalitions – Rating our Collaborative Process - page 1
Worksheet 28: Coalitions – Rating our Collaborative Process - page 2
Worksheet 28: Coalitions – Rating our Collaborative Process - page 3
Worksheet 28: Coalitions – Rating our Collaborative Process - page 4
Worksheet 28: Coalitions – Rating our Collaborative Process - page 4
Worksheet 28: Coalitions – Rating our Collaborative Process - page 5
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