Products and Resources Catalog

April is National Alcohol Awareness Month. To raise awareness about alcohol-related harms and the importance of alcohol policy safeguards, we have launched the Alcohol Awareness Toolkit: #ProofIsInTheNumbers. The Alcohol Awareness Toolkit seeks to do the following during the month of April: Raise awareness about alcohol-related harms and the importance of strong alcohol policies using memes, and Encourage engagement from prevention and public health stakeholders to strategically educate and inform decision makers about effective alcohol policies by providing easy-to-personalize, templated opinion editorials, letters to legislators and proclamations.   The Northwest PTTC is excited to bring these resources to communities in Region 10 and throughout the rest of the PTTC Network. We encourage our prevention partners to use the materials to raise awareness around the weekly themes to observe April as National Alcohol Awareness Month.   View the other resources available in this toolkit.

Evaluators use pseudocodes to protect a participant's anonymity when asking protected questions. Pseudocode means a "fake code" that severs the link between the data and the provider. The attached document explains pseudocodes and how to create them.

An effective logic model will act as a roadmap that tells your prevention workgroup where it is starting from, where it is going, how it will get to where it is going, and if it is going in the right direction. The attached document will aid preventionists as they work through the process of creating an effective logic model for prevention curricula.

This crosswalk identifies tasks commonly associated with each step of SAMHSA’s Strategic Prevention Framework (SPF) and aligns them with sustainability milestones and practitioner skills needed to meet these milestones. This can be used to determine capacity building needs within communities/counties implementing the SPF process.

This toolkit and PowerPoint presentation walk substance misuse prevention practitioners and coalition members through the first two tasks of Step 3 of the Strategic Prevention Framework: Prioritizing risk and protective factors and selecting an evidence-based strategy.  

Each of the documents included in this resource page serve to guide prevention practitioners while implementing the various steps of the Strategic Prevention Framework.  

This tool serves prevention specialists that want to establish positive relationships with hispanic, latino, or latinx populations and those who are already working with this population and want to improve their cultural humility. The goal of this product is to help lessen the barriers that prevention specialists and latino populations may face when discussing substance misuse and addiction. Covered in this tool are geography of hispanic and latino populations within New England, linguistics to consider, risk and protective factors, and New England state specific resources for people who identify as hispanic, latino, or latinx with whom prevention specialists may want to connect. This tool was written in the fall of 2022, during a time of increasing cultural awareness and humility which, when incorporated into all aspects of life, will benefit everyone.   This resource is specific to the New England region which includes Maine, Massachusetts, Rhode Island, Connecticut, New Hampshire, and Vermont. This tool speaks to some specific cultural aspects of Hispanic, Latino, or Latinx people, discussed further in the Linguistic section.   From the Author: As someone who identifies as Puerto Rican, and who has a passion for advancing health equity for minority populations, I wanted to create this resource to further knowledge of the complexities of hispanic, latino, latina, and latinx people for the prevention workforce in New England. Growing up I watched family members struggling with substance misuse and addiction be negatively affected by a lack of understanding in care settings about the diversities between hispanic and latino subgroups. I hope that by increasing knowledge about these differences, I can contribute to the reduction of health disparities in the prevention portion of behavioral health. -Rhetta Vega

Efforts to prevent substance misuse generally fall under one of two broad approaches: individual and environmental strategies. Individual strategies focus on interventions to change attitudes and intentions, provide knowledge, and develop skills to help individuals resist influences that would lead them to use substances. These interventions involve working repeatedly with individuals and small groups, requiring a tremendous amount of resources to reach a large portion of the community population.   Environmental strategies, such as policy change, focus on changing the environments that shape individual behavior. The goal is to make the healthy choice the easy choice. Policy change also provides a greater opportunity to address health disparities.This guidebook will help you and your coalition make sense of the policy process by breaking it down step-by-step.   In detail, the guide will cover: How to draft the Policy Action Statement Building compliance of the policy with the responsible organization(s) or entity Collecting data to establish a link between the Community Condition and the Proposed Policy Developing an Issue Brief that makes the case for the Policy and offers the policy solution Drafting the Policy Language Utilizing media advocacy Organizing and mobilizing for support Preparing and presenting your policy to Decision Makers Supporting policy implementation and compliance Evaluating the policy campaign process and impacts     By working through the supporting activities, you and your partners will gain experience in forming, implementing, and promoting the compliance with ATOD policies. These policies have the potential to make alcohol, tobacco, and other drugs less accessible, less affordable, and less prevalent, thereby reducing the community-level harms associated with these substances.    This guidebook was adapted from Implementing and Supporting Policies to Prevent Alcohol, Tobacco, and Other Drug Misuse Information Guide Series funded by the North Carolina Department of Health and Human Services Division of Mental Health, Developmental Disabilities, and Substance Abuse Services.

   2022 RESEARCH & DESIGN (RAD) PRODUCTS: New research-based substance misuse prevention tools supporting the Changing Landscape of Cannabis with a Focus on the IC&RC Prevention Domains. Prevention Product Development for the New England Region. Link to view the recorded webinar (recorded on November 9, 2022).    USING SOCIAL MEDIA TO SUPPORT YOUTH CANNABIS PREVENTION: A STRATEGY GUIDE FOR PREVENTIONISTS AND COMMUNITY COALITIONS   This product is meant to serve as an introductory strategy guide for preventionists and community coalition members interested in using social media for primary prevention of cannabis use among youth in their communities. The guide introduces professionals to what social media is, the role it plays in cannabis prevention, recent research on the relationship between social media and youth cannabis use, practical considerations for developing social media, and how social media can be used to support different ICRC domains such as evaluation, communication, education and service delivery, community organization, and professional growth. READ MORE AND DOWNLOAD.     MOBILIZING COMMUNITY IN CANNABIS PREVENTION: A PREVENTION GUIDE IN THE ERA OF LEGALIZATION   This toolkit was created for prevention specialists who need some tips in navigating conversations with local lawmakers in the era of legalized cannabis use. Many prevention specialists feel discomfort in outreaching to their municipalities because they do not want to unintentionally advocate or lobby, as this is prohibited. This toolkit helps prevention specialists broach those conversations and clearly outlines the differences between advocacy and education. The latter is very much allowed and encouraged! READ MORE AND DOWNLOAD.     PREVENTING YOUTH USE OF CANNABIS: CANNABIS PREVENTION ALTERNATIVE TO SUSPENSION PROGRAM   An alternative to suspension curricula and facilitators guide built on best practices for cannabis prevention within indicated populations. READ MORE AND DOWNLOAD.     RESTORATIVE PRACTICES IN PREVENTION: TAKING A RELATIONSHIP-BASED APPROACH TO PREVENTING YOUTH CANNABIS USE THROUGH RESTORATIVE PRACTICES   A guide for community prevention efforts focused on keeping youth healthy while navigating the evolving cannabis landscape. Through adopting restorative practices and focusing on relationships, this guide seeks to support youth health and well-being while applying lessons learned from youth alcohol and tobacco use prevention efforts. READ MORE AND DOWNLOAD.     CANNABIS CONVERSATIONS: A TOOLKIT FOR COMMUNITIES WITH A HARM REDUCTION LENS A communication frame that will compassionately educate prevention professionals and community members on the impacts of cannabis use on young brains while not stigmatizing cannabis use for therapeutic or medical reasons. READ MORE AND DOWNLOAD.       HEALTHY COMMUNITY, HEALTHY PEOPLE: COMMUNITY CANNABIS POLICY TOOLKIT FOR THE VERMONT PREVENTION PROFESSIONAL A toolkit that prevention professionals and communities working on cannabis related policy improvement can use to help support prevention and public health at a community level. READ MORE AND DOWNLOAD.       View the 2021 products.

  Resources developed by the National Hispanic and Latino ATTC and PTTC. Fact Sheets on Gambling Awareness in English, Spanish and Portuguese. March is National Problem Gambling Awareness Month! Podcast ¡Latinos Con Voz! Problem Gambling Awareness Episodes (available in English and Portuguese) English Episode This English episode of Latinos Con Voz podcast, Dr. Susie Villalobos interviews Tana Russell from the Evergreen Council on Problem Gambling. Portuguese Episode Portuguese Episode of Latinos Con Voz podcast. **This is episode is only available in Portuguese ** Priscila Giamassi entrevista a Dra. Anna Carolina Ramos emu ma conversa esclarecedora sobre dependências, com foco em jogo problemático. Videos Problem Gambling  Problem Gambling Awareness Month: Awareness + Action (available in English, Spanish and Portuguese) Infographic Problem Gambling  Hispanic and Latino Problem Gambling Awareness Resources in partnership with the Evergreen Council on Problem Gambling Connections Podcast Latino Advocacy – Heart and Community  Latina leader and researcher, Dr. Susie Villalobos, joins this Connections episode. She is the Director of the National Hispanic Latino Addiction and Prevention Technology Transfer Centers, and host of the “¡Latinos Con Voz!” podcast. She gets real about what led her to this work, how she uncovers the needs of Latino communities, and the incredible teamwork that goes into the heart-driven dedication of making it happen.   Kaleidoscope Reflections of Diverse Views on Mental Health Equity A recorded live-streamed community event celebrating diversity, inclusion, and mental health equity during 2021 National Hispanic Heritage Month. Special guests will help address issues around Access to Care; Barriers; Cultural Norms and Traditions; and Gambling in Latinx Communities:

General Disaster Response and Recovery Information    Tips for Survivors: Coping With Grief After a Disaster or Traumatic Event In this tip sheet, SAMHSA defines and describes grief, discusses ways of coping with grief, and explains complicated or traumatic grief. The tip sheet also offers relevant resources for additional support. Tips for Survivors of a Disaster or Other Traumatic Event: Managing Stress This SAMHSA tip sheet gives stress prevention and management tips for dealing with the effects of a disaster or trauma. It identifies common reactions to disasters and other traumatic events, lists tips to manage and lower stress, and highlights signs of the need for professional support. Languages: Spanish, Punjabi Coping with a Disaster or Traumatic Event At this web page, CDC emphasizes the importance of effective coping after a disaster and getting professional help if needed for reactions that are difficult and intense. Links are provided to additional information about managing your emotional health as a survivor and about supporting your children in coping. Languages: Spanish The Impact of Disaster and Mass Violence Events on Mental Health Intended for mental health and substance use disorder treatment professionals, this online article from the National Center for Posttraumatic Stress Disorder (PTSD) summarizes research on common reactions to disasters. The article identifies common reactions in disaster-affected communities and describes how reactions increase and decrease in communities over time, as well as highlighting risk factors for longer term reactions.  Managing Grief after Disaster Written for mental health and substance use disorder treatment professionals, this online article from the National Center for PTSD contains information on bereavement, grief, and traumatic grief. It also covers complications of bereavement, risk factors for these complications, and treatment of people experiencing bereavement. Online Clinical Trainings Provided by the National Mass Violence Victimization Resource Center, this web page includes descriptions and links to trainings focused on treatments for trauma and posttraumatic stress disorder in children and adults. Treatments for which trainings are provided include trauma-focused cognitive behavioral therapy, cognitive processing therapy, and prolonged exposure.  Bounce Back Now Bounce Back Now is a free mobile app available through the Google Play and App Stores. It is intended to help people with coping and resilience after a natural disaster or incident of mass violence. Once users have created an account, they can complete regular questionnaires to assess mental health, access education and coping tools, and put together a plan for improving emotional health. There are also parenting tips for helping children and teens in coping with the emotional impacts of a disaster. Mass Disasters, Trauma, and Loss This booklet from the International Society for Traumatic Stress Studies discusses common reactions to disasters, factors that make people more likely to experience reactions for longer periods, and steps survivors can take to cope effectively after a disaster. Signs of the need for professional mental health assistance are also provided. Languages in addition to English: Arabic, Chinese, Spanish   PFA: Tips for Adults—Part of the Psychological First Aid Field Operations Guide   this handout identifies common reactions in adults who have experienced a disaster, suggests responses, and offers examples of things to do and say to cope with the reaction. These suggestions and examples include a breathing exercise for relaxation, prioritization of responsibilities that feel overwhelming, and tapping into existing relationships for support. Languages in addition to English: Spanish   Mass Violence    Mass Violence/Community Violence This part of the SAMHSA Disaster Behavioral Health Information Series resource collection focuses on incidents of mass violence, community violence, and terrorism and their effects. Resources discuss common reactions to incidents of mass violence, tips for coping, and ways to support children and youth in coping. Coping after Mass Violence  Written for parents and families, this National Child Traumatic Stress Network (NCTSN) tip sheet provides information about common reactions to mass violence and self-care tips for those living in communities where an incident of mass violence has taken place. The tip sheet also includes external resources for individuals seeking further support. Improving Community Preparedness to Assist Victims of Mass Violence and Domestic Terrorism: Training and Technical Assistance (ICP TTA) Program Funded by the Office for Victims of Crime within the U.S. Department of Justice, the ICP TTA program works to equip U.S. communities to respond effectively to incidents of criminal mass violence and domestic terrorism. The program's website features a resources page, which offers vetted resources to help emergency managers, victim service professionals, and others make victim services part of emergency operations plans, as well as a trainings page, which includes freely available trainings to help build local capacity. Parent Guidelines for Helping Youth after the Recent Shooting In this 3-page tip sheet released shortly after a shooting, the NCTSN describes how such an event may affect children and teens as well as parents and other caregivers. The tip sheet lists reactions common among people of all ages, offers coping tips for caregivers, and suggests ways for caregivers to support children and youth in talking about and managing their reactions. Languages in addition to English: Spanish Psychological Impact of the Recent Shooting  This document from the NCTSN lists reactions people may have to a shooting and related experiences (such as loss of loved ones and disruption of routines). It describes grief reactions, depression, and physical reactions, and it highlights ways to cope effectively with reactions to a shooting.  Remembering National Mass Violence Victimization Resource Center (NMVVRC) This web page describes how communities typically respond in grief after an incident of mass violence and offers guidance for community leaders in supporting communities through this process. Information and downloadable resources focus on communities remembering tragic events, incident anniversaries, and memorials.  Survivors and Witnesses After Traumatic Events  A product of Voices Center for Resilience, a nonprofit formed after the attacks of September 11, 2001, this tip sheet for the public provides basic information about common effects of exposure to acts of violence, civil unrest, or terrorism. It identifies steps disaster-affected individuals can take in the immediate aftermath of crisis, common reactions to disasters, and tips for coping and asking for help.  Talking to Children about the Shooting In this tip sheet, the NCTSN provides suggestions to parents and other caregivers for talking with their children in ways that help them to make sense of and cope with their reactions to a shooting. The tip sheet also identifies reactions common in children and teens to shooting incidents. Tip Sheet for Youth Talking to Journalists After Mass Violence This NCTSN tip sheet describes how talking with journalists may affect youth who have survived an incident of mass violence. It lists the rights that youth and families have (for example, they have the right to ask what the interview questions will be in advance of agreeing to an interview). It also identifies signs that reporters are doing their job well, so that readers know what to expect. Tips for Parents on Media Coverage  In this tip sheet, the NCTSN explains the effects that media coverage of a violent incident may have on children and teens and suggests ways for parents and other caregivers to help children and teens manage reactions to media coverage and the violent event. The tip sheet also includes tips for families with involvement in a violent incident. Unexpected Challenges for Communities in the Aftermath of a Mass Violence Incident  This tip sheet from the National Mass Violence Victimization Resource Center lists some unexpected issues a community may encounter after experiencing a mass violence incident. The document also provides suggested solutions for managing these challenges and prioritizing a community’s safety and recovery.   Resources for Children, Youth, Parents and Other Caregivers, and Schools   Children and Adolescents  Several sections of the SAMHSA Disaster Behavioral Health Information Series (DBHIS) resource collection focus on the common responses and needs children and adolescents may have during and after disasters. These sections include resources that highlight the unique needs of children and adolescents in and after disasters, as well as how adults who work with children, and parents and other caregivers, can offer support to children and adolescents in coping. Following are SAMHSA DBHIS sections related to children and adolescents: ¾    Resources intended for children ¾    Resources for adolescents ¾    Resources about children and disaster ¾    Resources about adolescents and disaster Children and Disasters Part of the Disaster Survivors portal at the SAMHSA Disaster Technical Assistance Center website, this web page describes how children and teenagers may experience disasters differently from adults, offers tips for disaster planning for families, identifies common reactions to disasters in children and teenagers, and provides suggestions for adults for helping children and teenagers cope after disaster. Links to related resources are also provided. Tips for Talking With and Helping Children and Youth Cope After a Disaster or Traumatic Event: A Guide for Parents, Caregivers, and Teachers This SAMHSA tip sheet can help parents, other caregivers, and teachers recognize and address problems in children and teens affected by a disaster. The tip sheet describes reactions that are common in young survivors at different ages, as well as how to help children cope with these reactions. Understanding Child Trauma This web page from SAMHSA presents statistics on child trauma, which may be experienced as part of a natural or human-caused disaster, and lists signs of traumatic stress in children and youth. It also offers tips for parents and other caregivers for helping children and youth to cope with trauma. Links are also provided to downloadable infographics in English and Spanish provided by the SAMHSA National Child Traumatic Stress Initiative.  Psychological First Aid for Schools (PFA-S) Field Operations Guide, 2nd Edition Developed by the National Child Traumatic Stress Network (NCTSN) and the National Center for Posttraumatic Stress Disorder, this guide defines PFA-S, a model school communities can use to support students, their families, and staff immediately after a natural or human-caused disaster. Appendix C of the guide includes handouts for responders, parents and families, and students after a disaster.  SchoolSafety.gov Provided by the U.S. Departments of Homeland Security, Education, Justice, and Health and Human Services, this website features information and resources that K–12 school personnel, parents and caregivers, and law enforcement can use to explore school safety topics and recovery from a disaster or other emergency affecting a school. The Recovery section of the site offers a range of resources on recovery for school communities. After a Crisis: How Young Children Heal This tip sheet from the NCTSN describes how young children may respond to disasters and other crises and suggests ways for parents and other caregivers to support them in coping. The tip sheet uses the word SAFETY as a memory aid for readers, with each category of tips beginning with a letter in the word. Age-Related Reactions to a Traumatic Event In this information and tip sheet, the NCTSN provides an overview of how children and adolescents may react to a traumatic event, including a natural or human-caused disaster that they experience as traumatic. This resource describes reactions typical within specific age ranges and offers tips for families, doctors, and school personnel to help children and adolescents cope. Childhood Traumatic Grief: Information for Mental Health Providers This NCTSN tip sheet provides an overview of the grieving process for children and explains childhood traumatic grief for professionals providing services to children. The resource includes signs of traumatic grief and tips for supporting the child in recovery. Childhood Traumatic Grief: Youth Information Sheet In this 2-page resource, the NCTSN describes grief in children and teenagers and explains childhood traumatic grief, which has some different signs and symptoms from other grief. Tips are provided for coping with traumatic grief. Creating Effective Child- and Family-Focused Disaster Behavioral Health Messages on Social Media In this approximately 40-page toolkit, the NCTSN provides guidance for professionals serving disaster-affected communities, as well as child-serving mental health organizations, in using social media to communicate with the public through all phases of disaster. The toolkit presents an overview of social media platforms; information about developing social media posts; and key communication considerations by phase of disaster, including in the aftermath of disaster and during long-term recovery. Help Kids Cope This free mobile app provides information to help parents and other caregivers, teachers, counselors, and others to talk about disasters with children. The app features tips and checklists to help with disaster preparation; information about how children typically respond to disasters; and links to books, activities, and other resources for children. Developed by the NCTSN and other organizations, the app runs on iPhone, iPad, and iPod Touch, as well as Android devices. Helping School-Age Children with Traumatic Grief: Tips for Caregivers After children lose someone they love in a disaster or other event, they may go through traumatic grief, particularly if the death was sudden or frightening. In this tip sheet, the NCTSN explains how school-age children may experience traumatic grief and suggests ways for parents and other caregivers to support them in moving through and coping with this type of grief. Helping Young Children with Traumatic Grief: Tips for Caregivers In this tip sheet, the NCTSN explains how young children may experience traumatic grief, which can arise after a disaster or other event in which the child lost a loved one. The tip sheet lists ways in which young children may go through and express traumatic grief and offers suggestions for parents and other caregivers to support children in coping. Helping Your Child Cope With Media Coverage of Disasters: A Fact Sheet for Parents Provided by the Disaster and Community Crisis Center at the University of Missouri, this fact sheet explains how media coverage of disasters may affect children and adolescents. It also offers strategies to help parents address these effects, including monitoring and placing limits on consumption of media, explaining disaster coverage, and helping children develop coping skills. Languages in addition to English: Spanish   Helping Youth after Community Trauma: Tips for Educators In this 1-page tip sheet, the NCTSN identifies 10 ways youth may react to community traumas such as natural or human-caused disasters and suggests ways for educators to respond to these reactions and support youth in coping. The tip sheet also advises educators to find professional mental health support for youth—and for themselves—as needed. Once I Was Very Very Scared This book for young children introduces several animal characters (e.g., squirrel, turtle, dog) who have gone through traumatic experiences, including disaster trauma, and are experiencing different reactions. It can be used by parents and other important adults in the lives of children to talk about difficult and traumatic experiences and support children in coping. The book is available in several languages other than English. Psychological First Aid: Adults Working with Children and Teens Provided by the New York State Office of Mental Health, this information and tip sheet describes for parents and other caregivers how disasters may affect children and factors that can shape how children react to disasters. It identifies steps parents and other caregivers can take to support children and teens in coping after a disaster. PFA: Parent Tips for Helping School-Age Children after Disasters This handout lists reactions children may have to disasters, ways parents can respond helpfully to these reactions, and examples of things parents can do and say to support their school-age children after a disaster. The handout is part of the PFA Field Operations Guide. Languages other than English: Chinese, Japanese, Spanish  Psychological First Aid: Teachers and Educators Designed for personnel at schools that have experienced an incident of violence or a natural disaster, this tip sheet describes how teachers and educators may experience disasters and how PFA can help. PFA is an evidence-informed, modular approach that can be used to assist disaster survivors. The tip sheet offers ideas for teachers to take care of themselves and support others in the school community in coping and healing after disasters. Recovery From Large-Scale Crises: Guidelines for Crisis Teams and Administrators In this tip sheet, the National Association of School Psychologists (NASP) describes what to expect in schools after disasters and other crises and how school crisis teams and administrators can support the school community in coping and recovery. NASP identifies steps administrators and crisis teams can take at different points after the crisis, from immediately after the crisis to more than a year later. Resilience and Coping Intervention (RCI) This intervention can be used to help children and adolescents cope with disasters and other forms of community trauma. RCI is designed for groups of 5 to 10 people and can be delivered in one or several sessions. RCI groups can be implemented in programs based in schools and other settings and led by teachers, counselors, or other professionals who have been trained in the intervention. Responding to Stressful Events: Helping Children Cope This brochure contains information on helping children cope after disaster. It highlights common reactions in children in specific age ranges and describes how parents and other caregivers, families, and teachers can provide support. The brochure was developed by the Mental Health Support Network of Canada, a coalition of Canadian associations focused on mental health and stress management. Responding to Stressful Events: Helping Teens Cope Developed by the Mental Health Support Network of Canada, this brochure advises parents and other caregivers and teachers on how they can support teenagers in coping with disasters. The brochure describes common reactions to disasters in teenagers, ways adults can respond that may be helpful, and activities for teens that may help them in coping. A disaster event such as this is unexpected and often brings out strong emotions. People can call or text the SAMHSA Disaster Distress Helpline’s toll-free number (1–800–985–5990) and receive immediate counseling. This free, confidential, and multilingual crisis support service is available to anyone experiencing psychological distress as a result of this event. People who call and text are connected to trained and caring professionals from crisis counseling centers in the network. Helpline staff provide confidential counseling, referrals, and other needed support services.  The SAMHSA Disaster App allows disaster behavioral health responders to navigate resources related to pre-deployment preparation, on-the-ground assistance, and post-deployment resources.  Users can also share resources from the app via text message or email and quickly identify local mental health and substance use disorder treatment services. Should you have further questions, please feel free to contact CAPT Maryann Robinson, Emergency Mental Health and Traumatic Stress Services Branch Chief ([email protected]), or Maggie Jarry, SAMHSA’s Emergency Coordinator ([email protected]). You may also reach a technical assistance specialist at SAMHSA DTAC by calling 1–800–308–3515 or emailing [email protected]. 

  TOOLKIT DESCRIPTION The role of a prevention epidemiologist (Epi) is challenging and demanding - and one of the most rewarding and memorable experiences an epidemiologist will have. While traditionally, an epidemiologist's training focuses on investigating and monitoring disease trends, an Epi's position requires much more. This toolkit provides guidance, information, and resources to help Epis successfully carry out their duties and responsibilities.   Watch the Epi Toolkit Lunch-n-Learn webinar recording and download resources: View Here   Apply for the PTTC Region 6 Technical Assistance Opportunity: After this webinar, substance use and misuse prevention organizations located in Arkansas, Louisiana, New Mexico, Oklahoma, and Texas are eligible to receive intensive virtual technical assistance (TA) on epidemiology and data collection topics. Please follow the link below to submit your request. A South Southwest PTTC staff member will respond to your request within ten business days. TA Request Form    

Resources Developed by the Southeast PTTC   The Southeast PTTC Policy Guidebook IMPLEMENTING POLICY TO PREVENT ALCOHOL, TOBACCO AND OTHER DRUG MISUSE This Guidebook was developed by the Southeast Prevention Technology Transfer Center (PTTC) to provide a framework for advancing evidence-based policy strategies in local communities. Download Guidebook   Preemption & The Regulation of Alcohol Infographic This interactive resource was developed by the Southeast PTTC to assist in the education and dissemination of state-based policy regarding alcohol distribution, regulation, and enforcement. Download Resource   Southeast PTTC Onboarding and Orientation Guide This resource is adapted by the Southeast PTTC from a resource created in partnership with the Maine Prevention Workforce Development Workgroup, convened by AdCare Educational Institute of Maine under contract with the Maine Center for Disease Control. It aims to meet universal developmental training needs of the substance misuse prevention workforce in the Southeast. Download Resource     Resources Developed by SAMHSA SAMHSA's Practical Guide for Implementing a Trauma-Informed Approach SAMHSA Prevention Resources A Guide to SAMHSA’s Strategic Prevention Framework Preventing Marijuana Use Among Youth SAMHSA Evidence-based Resource Guide Series SAMHSA Evidence-based Resource Guide Series Tobacco-free Toolkit for Behavioral Health Agencies SAMHSA National Center of Excellence for Tobacco-Free Recovery Advisory: Peer Support Services in Crisis Care - added 8.31.22 Advisory: Expanding Implementation of Mental Health Awareness Trainings (MHAT) in the Workplace - added 9.2.22 Addressing Burnout in the Behavioral Health Workforce through Organizational Strategies - added 9.7.22 Guide Overview - Adapting Evidence-Based Practices for Under-Resources Populations - added 9.19.22 Adapting Evidence-Based Practices for Under-Resourced Populations - added 9.19.22 Sample Policies for the Delivery of SUD-related Services via Audio-Only Telehealth Product Developed by:  Pacific Southwest ATTC  & Mountain Plains ATTC - added 9.28.22 Racial Equality Tools Glossary - added 9.28.22 Tip 61: Behavioral Health Services for American Indians and Alaska Natives - added 9.28.22 General Disaster Response and Recovery Information - added 9.28.22 Community Engagement: An Essential Component of an Effective and Equitable Substance Use Prevention System - added 11.28.22 Guide Overview: Community Engagement: An Essential Component of an Effective and Equitable Substance Use Prevention System - added 11.28.22     Resources Developed by the Prevention Technology Transfer Center (PTTC) Network A Comprehensive Culturally Responsive Glossary: Concepts to Increase Awareness Towards Health Equity - Direct Download     Resources Developed by the National Council for Mental Wellbeing 2022 Access to Care Survey Results - Direct Download More than 4 in 10 U.S. Adults Who Needed Substance Use and Mental Health Care Did Not Get Treatment     Resources Developed by the National Institute on Alcohol Abuse and Alcoholism NIAAA Expands Outreach to Diverse Audiences with New Factsheet Translations The Latest “Alcohol Facts and Statistics” from NIAAA - Added 3.21.23    

The Great Lakes PTTC is committed to helping the substance misuse prevention workforce to understand its role in harm reduction efforts. The following are resources and tools to assist preventionists in understanding harm reduction and how prevention can best enhance harm reductions efforts in their local communities.   What Is Harm Reduction? Recording - Understanding Prevention’s Role in Harm Reduction Video: What is Harm Reduction? (National Institute on Drug Abuse) https://www.drugabuse.gov/videos/what-harm-reduction Harm reduction is defined as interventions aimed to help people avoid negative effects of drug use, but many understand harm reduction as a way to meet people where they are with kindness and respect. In this video, we hear from people who use drugs, people who are in recovery, and harm reduction professionals on what harm reduction is (and isn’t) in their own words. Video: Harm Reduction 101 (Harm Reduction Action Center) https://www.youtube.com/watch?v=fXJJj_jgFmE&t=154s What is harm reduction? Harm reduction is a public health philosophy and intervention that seeks to reduce the harms associated with drug use and ineffective drug policies. Webinar series: Intersection of Prevention, Recovery, and Harm Reduction https://vimeo.com/644886203 - Part 1 https://vimeo.com/646648440 - Part 2 The Peer Recovery Center of Excellence collaborated with the Prevention Technology Transfer Center to host two webinars around the intersection of prevention, recovery, and harm reduction.   What Is the Link Between Prevention and Harm Reduction? Understanding the Role of Prevention in Harm Reduction Efforts  [click "Download" to access file] This brief created by the Great Lakes PTTC provides an overview of harm reduction and the specific actions preventionists can take to augment harm reduction efforts in their local communities.   Taking Action Action Steps for Prevention Practitioners to Enhance Harm Reduction Efforts  [click "Download" to access file] This succinct “job aid” created by the Great Lakes PTTC provides a checklist of actions that prevention practitioners can take to enhance harm reduction efforts. Substance Misuse Prevention’s Role in Harm Reduction – PowerPoint Slide Deck  [click "Download" to access file]   This PowerPoint slide deck created by the Great Lakes PTTC can be used by prevention practitioners to educate their stakeholders, coalition members, and others on prevention’s role in enhancing harm reduction efforts. Facilitation tips are included in the notes section of each slide. Intersection of Prevention, Recover, and Harm Reduction Learning Lab Tool Kit https://peerrecoverynow.org/documents/Learning-Lab-Toolkit-Final.pdf Prevention practitioners can use this toolkit and PowerPoint slides to facilitate learning communities to help break down silos and nurture relationships between the fields of harm reduction, prevention, and recovery. The Peer Recovery Center of Excellence in collaboration with the Prevention Technology Transfer Center Network, developed this companion product for the webinar series the Intersection of Harm Reduction, Prevention, and Recovery. Using the Socio-Ecological Model To Develop Complementary Substance Misuse Prevention and Harm Reduction Efforts [click "Download" to access file]   This planning tool assists substance misuse prevention practitioners and harm reductionists in creating a complementary approach to prevention and harm reduction to reach people with different levels and types of risk in multiple social contexts.   Resources on Harm Reduction in the Great Lakes Region Illinois Illinois Harm Reduction and Recovery Coalition, https://www.illinoisharmreduction.org/ IDHS/SUPR Drug Overdose Prevention Program, https://www.dhs.state.il.us/page.aspx?item=58142 A Dose of Truth, https://www.prevention.org/a-dose-of-truth Rethink Recovery, https://rethinkrecoveryil.com The Prescription Playbook, https://ilhpp.org/prescription-playbook Indiana Recovery Alliance, https://indianarecoveryalliance.org Never Alone Project, https://www.facebook.com/neveraloneindiana/ Overdose Lifeline, https://www.overdoselifeline.org/ Indiana Department of Health, https://www.in.gov/health/hiv-std-viral-hepatitis/harm-reduction-and-syringe-service-programs/ Ohio Harm Reduction Ohio, https://www.harmreductionohio.org/ Ohio Overdose Prevention Network, https://odh.ohio.gov/wps/portal/gov/odh/know-our-programs/violence-injury-prevention-program/resources/ohio-overdose-prevention-network Ohio Organizing Collaborative, https://www.ohorganizing.org/harm-reduction Michigan Harm Reduction Michigan, https://harmreductionmi.org/ Michigan Opioid Partnership, https://cfsem.org/initiative/opioid/our-work/harm-reduction/ Michigan Syringe Service Programs, https://www.michigan.gov/mdhhs/0,5885,7-339-71550_2941_4871_93142---,00.html Minnesota Minnesota Opioids Harm Reduction, https://www.health.state.mn.us/communities/opioids/prevention/harmreduction.html Wisconsin Dose of Reality: Opioids in Wisconsin, https://www.dhs.wisconsin.gov/opioids/index.htm Dose of Reality: Safer Use, https://www.dhs.wisconsin.gov/opioids/safer-use.htm Multi-state Naloxone Finder https://harmreduction.org/resource-center/harm-reduction-near-you/ This website provides an access point to resources that support safer drug use.  

Introduction The Prevention Technology Transfer Center Network developed The Six Elements of Effective Coalitions Resource Toolkit (Resource Toolkit) as part of its overall mission to strengthen prevention practitioners’ capacities to organize, facilitate, and sustain effective prevention coalitions and collaborations that prevent substance misuse and its related consequences. This Resource Toolkit includes various resources related to six key elements, or coalition characteristics, shown through research to promote the adoption of science-based prevention practices that generate improved community conditions and behavioral health outcomes for youth. The Resource Toolkit is a companion piece to The Six Elements of Effective Coalitions Research Overview, which introduces and defines each of the Six Elements of Effective Coalitions downloadable PDF. How to Use This Resource Toolkit Prevention practitioners are encourage to share this resource with coalition members to build a collective understanding of what research says about effective coalitions. Additionally, the Resource Toolkit can provide guidance to coalitions as they assess their own functioning and make plans for activities to enhance their work. This resource is divided into two parts. In the first part, the Resource Toolkit is divided into sections covering each of the Six Elements of Effective Coalitions. The first section provides an overview of the six elements, including 1) an infographic to visually communicate the role of the six elements in promoting prevention-oriented systems change; 2) the recording of a national webinar that provides an overview of the six elements; and 3) a downloadable slide deck to accompany the national webinar. The second part of this resource takes a deeper dive into each individual element by providing the following: 1) definition of the element; 2) a checklist to promote coalition self-assessment of the element; 3) a link to a recorded national webinar covering the element; 4) national PTTC Network-developed resources focused on the element; and 5) additional resources. At the start of this second section, you’ll find Table 1 which provides a definition of each element and a corresponding icon to link you to that element’s checklist and resources. You may also find it beneficial to use The Northwest PTTC Coalition Annual Report Template and video tutorial, designed to assist coalitions in organizing their efforts, based upon the Six Elements of Effective Coalitions. It is located under resources for Efficiency in this document. In Table 1 users can click on a specific icon to move directly to the corresponding information for that element. Each section includes the definition of the element highlighted, a checklist to encourage self-reflection and group dialogue, links to national PTTC webinars on the element, PTTC resources directly or indirectly related to the element, as well as additional resources that may be of interest to users.

Developed in conjunction with the virtual learning series A New Call to Action: Enhancing Prevention Efforts to Meet New Challenges, this resource provides an overview of the six principles that comprise prevention’s Code of Ethics. For each principle, we present considerations for applying the code within our current climate and questions you can use to reflect on your own professional behavior. At the end of the resource, we include an action planning tool designed to help you identify areas of your professional ethical practice that may need strengthening in light of these considerations. The virtual trainings and other resources development in support of the material are also available via our website. Click here for A New Call to Action: Enhancing Prevention Efforts to Meet New Challenges Session 1and here Session 2.   Download resource here.

The National Hispanic and Latino Addiction Technology Transfer Center (NHL ATTC) and The National Hispanic and Latino Prevention Technology Transfer Center (NHL PTTC), both housed at The National Latino Behavioral Health Association (NLBHA), are pleased to deliver an incredible toolkit with several resources around the El Día De Los Muertos/Day of the Dead, Grief and Loss. Our goal with this toolkit is to not only normalize grief and offer options for healthy coping mechanisms, but also to help our communities to find support and healthy outlets to express their pain and grief. This is an extensive directory of resources that our team carefully prepared for you. You will find articles, webinars, fact sheets, support groups, books recommendations, videos, movies, and resources to approach the topic with children. Some of the resources are available in all three languages (English, Spanish and Portuguese). We hope these resources are useful for you and for your healing process. Please share it with your family, friends, and colleagues. Stay safe, healthy, and remember we are all in this together. Thank you. ¡Gracias! Obrigado. Español Los Centros Nacionales Hispano y Latino de Asistencia Técnica en Adicción y Prevención, ambos ubicados dentro de la Asociación Nacional Latina de Salud Mental y Adicciones, se complace en entregar esta increíble caja de herramientas con varios recursos alrededor de El Día de Los Muertos/Día de Muertos, Duelo y Pérdida. Nuestro objetivo con esta caja de herramientas es no sólo normalizar el duelo y ofrecer opciones para mecanismos de afrontamiento saludables, sino también ayudar a nuestras comunidades a encontrar apoyo y salidas saludables para expresar su dolor y pena. Este es un extenso directorio de recursos que nuestro equipo preparó cuidadosamente para usted. Encontrará artículos, seminarios web, hojas informativas, grupos de apoyo, recomendaciones de libros, videos, películas y recursos para abordar el tema con los niños. Algunos de los recursos están disponibles en los tres idiomas (inglés, español y portugués). Esperamos que estos recursos sean útiles para usted y para su proceso de curación. Por favor, compártalo con su familia, amigos y colegas. Mantente a salvo, saludable, y recuerda que estamos todos juntos en esto. Gracias. ¡Gracias! Obrigado. Portugués O Centro Nacional Hispânico-Latino de Treinamento e Assistência Técnica em Abuso de Substâncias (NHL ATTC) e o Centro Nacional Hispânico- Latino de Treinamento e Assistência Técnica em Prevenção (NHL PTTC), ambos sediados na Associação Nacional Latina de Saúde Mental e Abuso de Substâncias (NLBHA), têm o prazer de oferecer este kit de ferramentas incrível com diversos recursos sobre o Dia de Finados, Luto e Perda. Nosso objetivo com este kit de ferramentas é não apenas normalizar o luto e oferecer opções para mecanismos de enfrentamento saudáveis, mas também ajudar nossas comunidades a encontrar apoio e formas saudáveis para expressar sua dor e sofrimento. Este é um extenso diretório de recursos que nossa equipe preparou cuidadosamente para você. Você encontrará artigos, webinars, folhetos educativos, grupos de apoio, recomendações de livros, vídeos, filmes e recursos para abordar o assunto com crianças. Alguns dos recursos estão disponíveis nos três idiomas (Inglês, Espanhol e Português). Esperamos que esses materiais sejam úteis para você e para o seu processo de cura. Por gentileza, compartilhe com sua família, amigos e colegas. Fique seguro, saudável e lembre-se de que estamos todos juntos. Gracias. ¡Gracias! Obrigado. Introduction Videos    Directory of Resources This is an extensive directory of resources that our team carefully prepared for you. You will find articles, webinars, fact sheets, support groups, books recommendations, videos, movies, and resources to approach the topic with children.       Factsheets   Día De Los Muertos, How to honor those that we lost and deal with grief?     Grief and Loss in Hispanic and Latino Communities     Webinars   Talking about Grief and COVID-19 in the Hispanic and Latin Community: Life Experiences and Therapeutic Strategies from Acceptance and Commitment Therapy Talking about Grief and COVID-19 in the Hispanic and Latin Community: Life Experiences and Therapeutic Strategies from Acceptance and Commitment Therapy [English]   Hablando sobre el duelo y el COVID-19: experiencias de vida y estrategieas terapéuticas desde la terapie de aceptación y compromiso [Español]   Conversando sobre Luto e COVID-19 na Comunidade Hispânica e Latina: Experiências de vida e Estratégias da Terapia de Aceitação e Compromisso [Portuguese]   Webinar Q&A Followup     Understanding, Going Through, and Managing Loss, Grief, and Bereavement: Life with the Covid-19 pandemic for Latinos with a view on Latino Men:&nbsp [Part 1] Understanding, Going Through, and Managing Loss, Grief, and Bereavement: Life with the Covid-19 pandemic for Latinos with a view on Latino Men [Part 1] Understanding, Going Through, and Managing Loss, Grief, and Bereavement: Life with the Covid-19 pandemic for Latinos with a view on Latino Men [Part 2] Understanding, Going Through, and Managing Loss, Grief, and Bereavement: Life with the Covid-19 pandemic for Latinos with a view on Latino Men [Part 2] Understanding, Going Through, and Managing Loss, Grief, and Bereavement: Life with the Covid-19 pandemic for Latinos with a view on Latino Men [Part 3] Understanding, Going Through, and Managing Loss, Grief, and Bereavement: Life with the Covid-19 pandemic for Latinos with a view on Latino Men [Part 3]   Page last reviewed: October 19, 2022

Brush up on your cannabis knowledge with this series of short lessons on cannabis and prevention! Each lesson consists of a 5-10 minute video followed by a brief quiz. Topics include the basic differences between THC, CBD and hemp, how drug screening and confirmation for cannabis works, the effects of cannabis consumption on road safety, and the role of prevention in cannabis policy decisions.   How to use: Complete the lessons yourself to increase your knowledge or share these lessons with your coalition members, for parent or youth education programs, or with others in your community. Lessons can be viewed in the online quiz format through the links below or can be taught along with the discussion guide available for download to use with a group.   Option 1: Online Quiz Format To complete the lessons using the online quiz format, follow the link to each lesson below.   Cannabis, THC and CBD – What are they? Cannabis, hemp, THC, CBD, what’s the difference? This lesson briefly reviews each of these substances and where they come from.   Cannabis and Drug Screening and Testing How does drug screening for cannabis work and what does it detect? This lesson reviews what drug screening and confirmation testing are, what they can (and can’t) detect and other considerations of urine drug screening.   Cannabis and Driving Safety How does cannabis use impact driving and road safety? This lesson reviews the impacts of cannabis use on road safety and policy and enforcement considerations in states with and without legalized cannabis.   Cannabis Policy - Where Prevention Fits What is the role of prevention in cannabis policy at the municipal/local or organization level? This lesson reviews the various types of policy that preventionists can be aware of and how to strategize for effective policy change.   Option 2: Discussion Guide To use the lessons with a group in a discussion format, follow the discussion guide below. Each lesson includes a link to the video, followed by a set of discussion questions and answers.     Lesson 1: Cannabis, THC and CBD – What are they? Cannabis, hemp, THC, CBD, what’s the difference? This lesson briefly reviews each of these substances and where they come from.   Watch the video   Discussion Questions What does the term cannabis refer to? What are THC and CBD? Are they related? Is hemp the same as cannabis? Why is it important that we understand the terminology of cannabis?   Answers Cannabis refers to the plant (typically Cannabis Sativa or Cannabis Indica) that THC, CBD, and other cannabis products are derived from. Cannabis is the scientific name for the plant that may be referred to as a marijuana plant in some settings.   THC (delta-9 tetrahydrocannabinol) and CBD (cannabidiol) are the two most common of the 500 chemicals found within the cannabis plant. THC is the psychoactive component that causes the “high” feeling and can impair cognitive and motor function. THC is illegal on the federal level but legal for medical or adult-use in many states.   CBD is not psychoactive and is thought to balance some of the negative effects of THC. It has potential medical applications in large doses as an anticonvulsant used to treat epilepsy. The FDA currently allows CBD products such as lotions and topical products, but not CBD for consumption in food or beverages.   Hemp is a variant of the cannabis plant without THC. Hemp plants can be farmed and harvested for fibers often used to make rope, fabric and other applications. Hemp agriculture is governed by the USDA and cannot contain more than 0.03% THC in dry weight.   Learn more The Marijuana Education Toolkit (PTTC Network) Marijuana DrugFacts (National Institute on Drug Abuse) Research, Policies, and Practices: Federal and Community-level Perspectives on Vaping (PTTC Network) Preventing Marijuana Use Among Youth - Resource from SAMHSA       Lesson 2: Cannabis and Drug Screening and Testing How does drug screening and confirmation testing for cannabis work and what does it detect (or not)?   Watch the video   Discussion Questions What are the key differences between a urine drug screen and a confirmation test? Can secondhand exposure to THC result in a positive drug screen? Can CBD-use result in a positive drug screen? Does your state have policies limiting use of drug screening tests in the workplace or other settings?   Answers Urine screens are commonly used to provide quick results. They are often used at point-of-care testing and typically identify "positive" or "negative" results for the presence of certain drug classes in the urine. Screens can lead to false positive or negative results. Confirmations are more accurate laboratory tests that take longer but provide more accurate and detailed results. A confirmation can identify specific substances and the amount of substance present in the test.   If a screening test uses the standard cutoff of 50ng/mL, it extremely unlikely for someone to test positive having only been exposed secondhand given the amount of smoke they would have to be exposed to at that level. For screening tests that use a lower cutoff like 20ng/mL, it is possible because the results can be more variable, but still not likely.   CBD does not cross well with most urine drug screens, meaning it is unlikely that it would lead to a positive result, but it is possible that large amounts of CBD combined with other factors like trace amounts of THC in the products could result in a positive test. However, follow up confirmation testing can distinguish THC from CBD. One related issue is that studies have shown that CBD products are not always accurately tested and labeled regarding their CBD and THC content, so it is possible for someone who uses CBD products regularly to have inadvertent THC exposure if products are not accurately labeled.   State policies regarding the use of urine drug screening in different settings may vary, especially for use in the workplace. Some states have policies limiting use of drug screening for cannabis while others may not.   Learn More Moeller, Karen E., Julie C. Kissack, Rabia S. Atayee, and Kelly C. Lee. “Clinical Interpretation of Urine Drug Tests: What Clinicians Need to Know About Urine Drug Screens.” Mayo Clinic Proceedings (2017)       Lesson 3: Cannabis and Road Safety: How does cannabis use impact driving and road safety? This lesson reviews the impacts of cannabis use on road safety and policy and enforcement considerations in states with and without legalized cannabis.   Watch the video   Discussion Questions What are the possible effects of cannabis that can impair driving ability? What are some examples of negative effects of cannabis use on driving? For how long after cannabis use could driving ability be impaired? What are some of the enforcement challenges related to cannabis-impaired driving?   Answers Cannabis use can impact several areas related to driving. THC, the psychoactive component of cannabis, can impair motor coordination and impair perception. It can also slow reaction time and impair ability to make decisions, all of which can influence driving. Under the influence of cannabis, some common driving safety effects are delayed braking, not maintaining a consistent speed or driving too slow (which can be dangerous) and not maintaining a safe distance between cars.   While THC levels begin to drop within a few minutes of stopping use (while smoking), performance can be impaired for another 1-2 hours after use, which may be longer than a person feels the subjective high. For edible products, the peak effects occur anywhere from 2-4 hours after use and may last as long as 4-12 hours.   A major challenge for enforcement of cannabis-impaired driving is that there is no accurate roadside test currently available, especially since cannabis can remain in a person’s system for several days or longer. A standardized field sobriety test may be used but is not always effective. Combined use of alcohol and cannabis is becoming more common, and alcohol can be detected through roadside testing. Use of primary enforcement seatbelt laws may help prevent cannabis-impaired driving.   Learn More Does marijuana use affect driving? (National Institute on Drug Abuse) Marijuana Use and Driving. (Teen Driver Source)  Brands B, Di Ciano P, Mann RE. Cannabis, Impaired Driving, and Road Safety: An Overview of Key Questions and Issues. (Front Psychiatry. 2021)       Lesson 4: Cannabis Policy - Where Prevention Fits What is the role of prevention in cannabis policy at the municipal/local or organization level? This lesson reviews the various types of policy that preventionists can be aware of and how to strategize for effective policy change.   Watch the video   Discussion Questions Besides the federal and state level, what are other policy levels where cannabis policy should be considered? Zoning, limits on number of dispensaries, and school buffer zones are some examples of cannabis policies that can be enacted at what level? What elements are important to making effective policy change?   Answers In addition to federal and state laws on cannabis, many other policy levels should consider cannabis. Some examples include municipalities, K-12 and college/university school systems, healthcare organizations, housing/residential programs, and employers.   While some state laws on cannabis may include stipulations on zoning, density limits or buffer zones, these policies are often enacted at the local/municipal level. A community that is deciding to opt-in or opt-out of a state cannabis policy should consider these factors.   Training, communication, monitoring and evaluation, and strategy for periodic policy review/revision are key elements of the policy change cycle. These elements align with the Strategic Prevention Framework in many ways.   Learn More Prevention and Youth Cannabis Use Toolkit (PTTC Network) Cannabis: People before Profits. The Evolution of Cannabis Policies and Where Prevention Fits In (Recorded Webinar – PTTC Network) A Prevention Practitioners' Toolkit to Understanding HHS Region 10 State Cannabis Policies and Regulations (PTTC Network)   Interested in learning more about vaping prevention? Check out our Microlearning Toolkit: Vaping Prevention 101. 

  2021 RESEARCH & DESIGN (RAD)PRODUCTS: New research-based substance misuse prevention tools supporting Diversity & Intentional Inclusion in Prevention, in New England.   CANNABIS IN THE UNITED STATES A TOOLKIT FOR NON-CITIZENS IN MAINE The toolkit provides education for immigrants, refugees, asylum seekers, and green card holders about cannabis, which some states have legalized but remains federally illicit. The toolkit (including a fact sheet) is translated into eight languages identified as priorities by community partners in Maine. The toolkit aims to support non-citizens in making informed decisions about working in the cannabis industry or how using cannabis may impact legal standing as a non-citizen. Read more and download.                RESTORATIVE PREVENTION: HOW CENTERING EQUITY IN PRIMARY PREVENTION CAN BUILD HEALTHY COMMUNITIES AND PREVENT SUBSTANCE MISUSE  A guide for local and regional substance misuse prevention efforts seeks to improve community health by building relationships and a sense of connectedness while paying close attention to those that are often excluded. Read more and download.         SUBSTANCE MISUSE PREVENTION WITH LGBTQIA+ YOUTH: A HEALTH EDUCATOR'S GUIDE A self-guided and reflective tool that is inclusive of evidence-based practices, risk, and protective factors, and coping skills specific to LGBTQ+ youth for educators to utilize when developing and evaluating their own curriculum and informational products, to ensure they are being intentional with their inclusion and support of LGBTQIA+ youth. Read more and download.                  QUEER-INCLUSIVE PROGRAMMING: AN ALLY’S GUIDE TO PREVENTION A resource for prevention providers that showcases the importance of working with the LGBTQ+ community, how to launch queer-inclusive programming in a meaningful way, and collect inclusive data around sexual orientation and gender identity. The guidance document includes state-specific infographics for all of New England. Read more and download.         AMERICAN INDIAN: SUBSTANCE MISUSE PREVENTION WITH NEW ENGLAND NATIVE POPULATIONS A toolkit to provide Prevention Specialists who work with Native American communities the ability to better understand the culture, use data for future funding specific to Native communities, and carry out the implementation of evidence-based programs that are inclusive of their culture. It addresses and provides guidance on health disparities within the Native American Tribes. Read more and download.                    TRENDING DATA NOW: A GUIDE TO CONDUCTING YOUR OWN VIRTUAL RISK BEHAVIOR SURVEY This guide is designed to help schools administer a shortened youth risk behavior survey more frequently. This shortened survey focuses on mental health, substance use, perceptions, and assets. Many of the questions are identical to those from the full survey, which allows schools and health officials to draw comparisons between already existing longitudinal data. This shortened survey is also available through SurveyMonkey, a user-friendly digital format that allows students to complete the survey using school-provided computers or tablets. Read more and download.       View the 2022 products.

Handouts from the October 14, 2021 session, "Slides for Indigenous Resiliency: Indigenous Ways of Knowing for Thriving Prevention Programs". This webinar's purpose is to introduce resiliency through a sustainable framework, articulate area to consider, and share successes and challenges.   Handouts include: 1. Building Your Case for Support 2. Internal Support 3. Mapping Your Sustainability Model 4. Blocks and Solutions 5. Building the Path Forward

Antes de incursionar en nuevos esfuerzos de colaboración, es importante ponderar la composición y naturaleza de nuestras alianzas al presente. ¿Quién comparte en la mesa de prevención? Dicha mesa, ¿refleja la diversidad de la comunidad?¿Qué destrezas, peritaje y perspectivas aportan los socios? ¿Cómo funcionan las relaciones con los diversos socios? ¿Puede identificar algunos patrones relacionados a las diversas relaciones existentes? ¿Qué acciones se toman para apoyar el trabajo de los socios? Y finalmente, ¿Qué roles se les ha propuesto asuman en su trabajo de prevención - y si esos roles incluyen roles de liderazgo? Esta hoja de trabajo está diseñada para ayudarle a desarrollar un breve inventario de aquellos con quienes usted trabaja y cómo. El analizar sus alianzas existentes le ayudará a visualizar y apreciar el valor de sus socios actuales. También le ayudará a determinar si los socios actuales son los acertados, a la luz de sus prioridades de prevención al presente; y a visualizar dónde necesita reclutar nuevos socios para llenar las brechas y/o para garantizar la representación de los grupos claves.   Click to download resource. 

La prevención de sobredosis por uso de opioides requiere la colaboración de una amplia gama de socios, muchos de los cuales pueden ser nuevos para los proveedores de servicios de prevención.   Click here to download resource. 

La competencia cultural describe la habilidad de una persona u organización para interactuar efectivamente con personas de diferentes culturas. También significa el respetar y responder a las creencias en torno a la salud, a los valores, a las prácticas, y a las necesidades culturales y linguísticas de diversos grupos poblacionales. La competencia cultural es el punto de entrada para la colaboración efectiva. Con ella, estamos más receptivos a las necesidades, fortalezas, y experiencias de otros. Podemos entender mejor el uso de substancias en su comunidad. Podemos comprender mejor los factores culturales que podrían proteger del uso de substancias. Y podemos comenzar a crear un ambiente de colaboración que apoye la vinculación genuina y significativa y que con toda probabilidad produzca acercamientos de prevención efectivos y reduzca las disparidades arraigadas.   Click to download resource.

El trabajo entre las organizaciones y sectores interesados en asuntos de la comunidad, toma formas variadas. La relación entre socios se da desde una vinculación de tipo informal (ej. dos agencias intercambian información) hasta una relación mucho más estructurada (ej. múltiples organizaciones que trabajan de cerca para alcanzar una visión compartida).   Click here to download resource.