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Indiana SPF SIG Alcohol Logic Model

Alcohol Logic Model Definitions and Data Sources

Introduction This document contains definitions, operationalizations, and data sources for the factors in the Indiana Underage Drinking Logic Model (included in the appendix). The original logic model was developed by the Pacific Institute for Research and Evaluation (PIRE), the federal technical assistance provider for State Epidemiology Workgroups (such as Indiana’s SEOW). PIRE’s logic model was modified for use by Indiana SPF SIG recipients by the Indiana University Center for Health Policy. Indiana Prevention Resource Center at Indiana University developed this document for its Technical Assistance contractees.

The purpose of this document is to facilitate the use of the Underage Drinking Logic Model in the local epidemiological assessments of Indiana SPF SIG recipients. We have linked each factor in the model with a definition, from the scientific literature where available, and identified either individual questions or scales from common and publicly available instruments that, in our judgment, represent the factor. We also included operationalizations of factors from the original scientific studies if they were helpful. IPRC can provide advice on developing instruments from this information if a contracting community wishes to use it for etiological investigation. Where they were available, validated archival indicators and corresponding data sources of the various factors were also included.

Along with the instruments in the Indiana SPF SIG Alcohol Assessment Framework and Toolkit, four instruments were examined for relevant scales and individual questions. These are listed on the following table. All these instruments are included in this packet. Instruments referenced in this document Instrument Source Target Population Abbreviation Alcohol, Tobacco, and Other Drug Use Survey

Indiana Prevention Resource Center at Indiana University

Youth (grades 6-12) IPRC ATOD Survey

Communities That Care Youth Survey

SAMHSA CSAP Youth (grades 6-12) CTC Youth Survey

Core Alcohol and Drug Survey (Long Form)

Core Institute at Southern Illinois University

College Students Core Std Long

Campus Survey of Alcohol and Other Drug Norms

Core Institute at Southern Illinois University

College Students Core Campus Norms

Indiana Prevention Resource Center 1


I. Consequences Definitions Problems resulting from alcohol use. Problems measured and tracked epidemiologically tend to be secondary to the acute effects of alcohol; for example, drunk driving crashes are the result of the impairment (i.e., of motor skills and judgment) caused by alcohol.

Precautions: Distinguish between (1) consequences that can be directly attributed to alcohol (i.e., arrests for driving under the influence of alcohol) and (2) those consequences whose relationship with alcohol can only be imputed (i.e., if research showed that 37% of assaults are alcohol related, and Community A had 100 assaults last year, then it might be concluded that Community A had 37 alcohol-related assaults; however, this is not direct evidence of the effects of alcohol in Community A). Also, take into account the scale and shape of data collection or enforcement efforts that may lead to the generation and collection of data. For example, is an increase in arrests the result of an increase in illegal activity or more intensive enforcement efforts.

Types Legal and Administrative

• Arrests OWI/DUI Public Intoxication Liquor Law Violations (especially possession, consumption, or transportation of alcohol by a minor)

• Disciplinary Actions (i.e., schools, universities, workplace)

Health • Emergency Department Visits (i.e., Alcohol-related Diagnoses) and Hospital Admissions

• Population morbidity rates for alcohol-related diseases, including rates of abuse and dependence and 100% alcohol-attributable diseases (including FASD), rate of use by pregnant women

• Population mortality rates for alcohol-related diseases

• Alcohol-related motor vehicle accidents, number and rate

• Fatalities from alcohol-related motor vehicle accidents



I. Consequences (cont’d) Data Sources Variable Population Instrument Item(s)

Various Youth IPRC ATOD Survey 20

Various College Students Core Campus Norms 8

Various College Students Core Std Long 21, 25, 37



II. Consumption Patterns Definitions A consumption pattern is the quantity of alcohol consumed and the frequency with which it is consumed by an identified group of people (i.e., 54% adult women in County X reported consuming any amount of alcohol (quantity) in the past thirty days (frequency)). “Binge drinking” and “heavy drinking” are specific combinations of quantity and frequency values.

Binge Drinking (NIAAA): A pattern of alcohol consumption that brings the blood alcohol concentration (BAC) level to 0.08% or above. This pattern of drinking usually corresponds to more than 4 drinks on a single occasion for men or more than 3 drinks on a single occasion for women, generally within about 2 hours. (Note, however, that many standardized instruments use slightly different definitions.)

Heavy Drinking (CDC): For men, heavy drinking is typically defined as consuming an average of more than 2 drinks per day. For women, heavy drinking is typically defined as consuming an average of more than 1 drink per day.

The SEOW report distinguishes three general types of consumption patterns:

• General alcohol consumption patterns

• Adult alcohol consumption patterns

• Youth alcohol consumption patterns



II. Consumption Patterns (cont’d) Data Sources Variable Population Instrument Item(s)

Frequency Youth IPRC ATOD Survey 13, 15, 16

Binge frequency Youth IPRC ATOD Survey 17

Frequency Youth CTC Youth Survey p. 4

Frequency Youth CTC Youth Survey p. 5

Binge frequency College Students Core Campus Norms 6

Quantity College Students Core Campus Norms 8

Binge frequency College Students Core Std Long 14

Quantity College Students Core Std Long 15

Frequency College Students Core Std Long 17, 18

Change in “Extent of use” College Students Core Std Long 33



III. Mediating/Moderating Variables A. Social & Community Norms Definitions A norm is the perceived social standard for acceptable behavior. Norms influence drinking beliefs, shape the drinking context, and influence the impact of family, peer, and education experiences on drinking. Norms also impact the effectiveness of law enforcement. Norms are influenced by alcohol promotion and alcohol-related laws.

Populations Underage Drinking

There are two types of alcohol-related norms for underage drinking (Journal of Studies on Alcohol and Drugs 68 (5), 714-721):

• Perceived approval of drinking (injunctive norms): Is it OK for a given type of person to drink at all?

• Perceived amount of drinking that is acceptable (descriptive norms): How much alcohol is it OK for a given type of person to drink?

Adult Drinking

Perceived obligation to drink alcohol in social settings (Abbey, Scott, and Smith (1993); implicit norms about alcohol consumption, one of three scales; see p. 496): Measured with three items which asked respondents:

• if they felt obligated to drink when companions were drinking.

• if guests expected them to drink alcohol.

• if they felt they should drink alcohol when their guests were.

The availability of alcohol in social settings (Abbey, Scott, and Smith, 1993; implicit norms about alcohol consumption, one of three scales; see p. 496). Measured with four items which assessed the extent to which alcohol was available

• in the homes of people with whom respondents socialized.

• the place respondents usually ate lunch.




• the place they usually spent Saturday evenings.

• the places they usually went when socializing with others.

Network members' modeling of alcohol consumption (Abbey, Scott, and Smith, 1993). Participants were asked how frequently various members of their social network consumed alcohol when with the participant. Alcohol consumption by:

• spouse or dating partner.

• friends.

• family members.


A. Social & Community Norms (cont’d) Data Sources Norm Variable Population Referent Instrument Item(s)

Perceived accepted amount Any Population Community Alcohol Toolkit: CNT (p.22) Q6, Q8

Perceived approval Any Population Community Alcohol Toolkit CNT (p.22) Q5, Q7

Perceived accepted amount Youth Parents/Guardians IPRC ATOD Survey Q25 (compare 6th & 7th items)

Perceived approval Youth Parents/Guardians IPRC ATOD Survey Q24

Perceived approval College Students Peer Core Campus Norms Core Std Long

Q11 Q26

Perceived accepted amount Youth Peer IPRC ATOD Survey Q23 (compare 6th & 7th items)

Perceived approval Youth Peer IPRC ATOD Survey Q23

Perceived approval Youth Peer CTC Youth Survey Q59b

Perceived accepted amount College Students Peer/ Core Campus Norms Q1, Q4, Q5, Q7,Q9

Perceived accepted amount College Students Peer Core Std Long Q26 (compare j, k, l)

Perceived approval Youth Community CTC Youth Survey Q33b,

Perceived approval Youth Peer CTC Youth Survey Q58b, Q59b, Q4001

Perceived approval Youth Peer/Community Alcohol Toolkit YFG (pp.34-35) Q24-28

Perceived approval College Students Peer (context specific) Core Campus Norms Q9 (n drinks=0)

Perceived accepted amount College Students Peer (context specific) Core Campus Norms Q9

Perceived approval Youth Family (adults) CTC Youth Survey Q34d




Perceived approval Youth Family (siblings) CTC Youth Survey Q75a

Perceived approval Youth Family (parents) CTC Youth Survey Q74a


B. Price of alcohol Definition Price is the direct financial cost of an alcohol product. Prices for the same alcohol products may vary geographically and between types of outlets (i.e., bars and liquor stores). Price also varies due to taxation and other regulations. Price may also be affected by price-related promotions, such as all-you-can-drink or other kinds of specials.

Data Sources Alcohol Toolkit BAT (pp. 11=12), B1-B5.

Price data (typically on price promotions) can be collected when using the Alcohol Toolkit’s Alcohol Promotion & Advertising Assessment Tool and/or the Alcohol Retail Availability Assessment Tool (ARA).

A strategy with the ARA can be to collect information about the most popular products (by asking the manager or clerk at the outlet) and collecting price data on a set of products that are comparable across outlets (i.e., cases of beer, kegs, mini-kegs, etc.). See ARA-[A-E]11.



C. Retail availability Definition Retail availability of alcohol includes (1) physical availability via the presence of a retail outlet as well as (2) the adherence to law and regulation of the outlet that is intended to restrict access (i.e., for sales to minors, age verification, and restrictions on hours of sale). Theft of alcohol from a retail outlet and sales to underage persons (regardless of reason) are retail availability issues.

Data Sources Indicator Type Indicator Item or Data Source

Physical availability Number, type, and placement of alcohol outlets relative to populations

Alcohol outlet permit data

Physical availability Product mix and promotion at various outlets

Alcohol Toolkit ARA-[A-E]11

Physical availability Number and location of alcohol sales outlets

Indiana Alcohol & Tobacco Commission

Physical availability Youth; perceived physical availability

CTC Youth Survey Q25

Adherence to law and regulation

Results of recent excise inspections

Indiana Alcohol & Tobacco Commission

Adherence to law and regulation

Reported retail availability to minors

Alcohol Toolkit ACP-14-18, 26-30

Alcohol Toolkit YFG-1-4, 9-12

IPRC ATOD Survey Item 18 (2007 and later only)



D. Social availability Definition Social availability of alcohol has been defined as “availability within small social or family groups” (Smart, 1980, p. 124, cited in Abbey, Scott, and Smith, 1993, p. 490). It may also be thought of as availability through any non-retail or non-market source. “Social hosting” is a social availability issue.

Examples of social availability include:

• Families and friends who provide alcohol

• General, unrestricted availability of alcohol at a party

• Availability of unsecured alcohol to minors (i.e., alcohol belonging to parents that is accessible by children in the house)

These sources may also be characterized by the lack of adherence to administrative and legal restrictions on the possession and consumption of alcohol that apply to retail providers (i.e., failing to verify that a potential alcohol user is of legal age to possess and consume alcohol, failing to refrain from serving someone who is intoxicated).

Social availability is the principal source of access to alcohol for children and adolescents.

Data Sources Community Instrument/Source Item

Adults/Community Alcohol Toolkit Community Norms Tool (CNT)

1-3

Youth/Minors Alcohol Toolkit Alcohol Community Perceptions Survey (ACP)

CP 9-13, 19, 20-25, 31-33

Youth/Minors Alcohol Toolkit Youth Focus Group (YFG)

5-8, 13-16

Youth IPRC ATOD Survey 18 (2007 and later only)



E. Drinking beliefs Definition Drinking beliefs are held by an individual and may be shared by members of groups. Drinking beliefs generally have to do with the anticipated outcomes of drinking, which are sometimes called “expectancies.” Beliefs that the outcomes of drinking will be positive tend to be associated with more or more frequent drinking, while negative beliefs about outcomes tend to be associated with less or less frequent drinking.

Other beliefs include believing that using alcohol and being drunk are “wrong.” This is presumably associated with lower consumption.

Populations College students

Drinking beliefs related to binge drinking by college students (Turrisi, Wiersma, & Hughes, 2000):

Beliefs negatively associated with binge drinking by college students include:

1. Anticipation of a negative effect of drinking (“if I get caught, it will be bad”).

2. Anticipation of the inhibition of social relations (“if I get drunk, people will think I’m an idiot”).

Beliefs positively associated with binge drinking in college students include:

3. Anticipation normative approval (“it’s part of the college experience”).

4. Anticipation of positive transformations (“drinking makes me feel more like an adult”)

Adults

Drinking beliefs related to problem drinking in adults (Holyfield, Ducharme, & Martin, 1995):

Drinking serves as a social lubricant (drinking beliefs related to problem drinking in adults (Holyfield, Ducharme, & Martin, 1995)).

Measurement (excerpted from the article): Measured via a three-item scale. Respondents were asked to rate the importance of three reasons for their own drinking: ( 1) to celebrate; ( 2) to be sociable; and ( 3) it is what most of my friends do when we get together.

Associations: This belief was negatively related to psychological dependence on alcohol (people holding this belief were less likely to be psychologically dependent on alcohol) and positively




related to the number of times the respondent was drunk (people holding this belief were drunk more often than people not holding this belief).

Drinking is a way to modify affect (i.e., mood) (drinking beliefs related to problem drinking in adults (Holyfield, Ducharme, & Martin, 1995)).

Measurement (excerpted from the article): Measured by a four-item scale. Respondents were asked to rate the importance of four specific reasons for their own drinking: ( 1) to forget about worries; ( 2) when tense and nervous; ( 3) to gain confidence and self-assurance; and ( 4) because there isn't anything else to do.

Associations: This belief was positively related to overall alcohol consumption, number of times drunk in the past year, number of binges in the previous year, and psychological dependence on alcohol. This belief was negatively related to role impairment, meaning that people holding this belief were less likely than those not holding the belief to experience serious negative consequences, such as injuries, drunk driving, harm to relationships, and failure to meet responsibilities due to drinking.

Drinking is sociable (Implicit norms about alcohol consumption, one of three scales measuring social availability; Abbey, Scott, and Smith (1993); p. 496). Four items ask respondents the extent to which they drank alcohol in order to...

• be sociable.

• to enhance the enjoyment of social situations.

• because the people they knew drank.

• to celebrate social occasions.

Associations: Believing alcohol to be sociable was associated with greater frequency of consumption, greater usual quantity of alcohol drunk, and more frequent heavy drinking.



E. Drinking beliefs (cont’d) Data Sources Population Indicator Instrument/Source Item(s)

Youth Negative effect IPRC ATOD Survey 22 (perc’d risk/harm)

Youth Negative effect CTC Youth Survey Q3680 (perc’d risk/harm)

Youth Positive transformations CTC Youth Survey Q59b

Youth Drinking is wrong CTC Youth Survey Q67a

College students Negative effect Core Std Long 35j-l (percd risk/harm)

College students Normative approval Core Campus Norms 11

College students Positive transformations Core Std Long 27k-m

College students Serves as a social lubricant Core Campus Norms 27a,d-h, n

College students Modify affect Core Campus Norms 27c

College students Wrong to drink/get drunk Core Campus Norms 10



F. Drinking context Definitions by population and distinct context Young adults

Young adults, aged 17-21 (Wells, et al., 2005):

• Usual drinking location. Private homes (i.e. own, friends’ or relatives’ homes) or public locations away from home (i.e., bars, cars). Public locations were associated with greater likelihood of fighting after drinking.

• Typical drinking companions. Three response categories: (1) friends; (2) relatives and other adults; and (3) alone, on a date, or other. Drinking with friends was associated with the greatest the frequency of binge drinking, the greatest frequency of drinking, and the highest volume of drinking; drinking alone, on a date, or other, the lowest and least.

• Extent of peer drinking. Number of people with whom an individual hangs out who drink alcohol at least sometimes (none; a few; half; most; all). The greater the number of drinking peers, the greater the frequency of binge drinking, frequency of drinking, and the volume of drinking.

College parties

College parties (Clapp, et al., 2007). Positive association with BAC at a party:

• Primary motivation for attending the party is not “to socialize.” (Motive to socialize associated with lower BAC.)

• Playing drinking games.

• Smaller parties. (Larger parties associated with lower BAC.)

• Many people intoxicated at party.

Bars

Bars (Babor, et al., 2003). Associations with unruly and violent behavior by patrons.

• Alcohol server practices (serving intoxicated patrons)

• Staff aggression with unruly customers

• Physical layout of establishment



F. Drinking context (cont’d) Data Sources Variable Population Instrument Item(s)Perceived centrality of drinking to various groups College Students Core Std Long 28 Perception that the social atmosphere promotes alcohol use College Students Core Std Long 29a Perceived drinking quantity at parties and bars (by group identity) College Students Core Campus Norms 7 Location of use College Students Core Std Long 20b


G. Alcohol-related laws Definition Holding constant the intensity of enforcement, the visibility of enforcement, the time between a violation and the imposition of a penalty, and the harshness of the penalty, alcohol use is less when legal restrictions on it are greater.

Indiana State Alcohol Laws Source: NIAA Alcohol Policy Information System

1. Underage Possession of Alcohol

Possession is prohibited - no explicit exceptions noted in the law

2. Underage Consumption of Alcohol

Consumption is prohibited - no explicit exceptions noted in the law

3. Underage Purchase of Alcohol

Purchase is not explicitly prohibited

Notes: Indiana does not have a statute that specifically prohibits purchase, but it does prohibit purchasing or attempting to purchase alcohol in connection with making a false statement or using false evidence of majority or identity. See Ind. Code 7.1-5-7-1. APIS does not include laws with such limitations in the Purchase policy topic.

4. Furnishing of Alcohol to Minors

Furnishing is prohibited - no explicit exceptions noted in the law Minimum ages for on-premises servers and bartenders Server Bartender Beer 19 21Wine 19 21Spirits 19 21

Condition(s) that must be met in order for an underage person to sell alcoholic beverages:

• establishment type: dining area or family room of restaurant or hotel



• AND manager/supervisor is present

Notes: Beginning July 1, 2005, alcohol server training is required for all alcohol servers and sellers in Indiana, regardless of age. As a result, APIS no longer codes the Beverage Server Training variable after this date.

5. Minimum Ages for Off-Premises Sellers

Beer 18

Wine 18

Spirits 18

Condition(s) that must be met in order for an underage person to sell alcoholic beverages:

• manager/supervisor is present

6. False Identification for Obtaining Alcohol

Use of a false ID to obtain alcohol is a criminal offense

Penalty may include driver's license suspension through a judicial procedure

Provision(s) targeting suppliers:

• It is a criminal offense to lend, transfer, or sell a false ID

Retailer support provisions:

• Licenses for drivers under age 21 are easily distinguishable from those for drivers age 21 and older

• General Affirmative Defense - the retailer came to a good faith or reasonable decision that the purchaser was 21 years or older; inspection of an identification card not required

7. Blood Alcohol Concentration Limits:

Youth (Underage Operators of Noncommercial Motor Vehicles)

BAC limit: 0.02 – a BAC level at or above the limit is per se (conclusive) evidence of a violation

Applies to drivers under age 21

8. Keg Registration

Keg definition: at least 7 3/4 gallons



Prohibited:

• possessing an unregistered, unlabeled keg – max. fine/jail: $1000

Purchaser information collected:

• purchaser’s name and address – verified by a government-issued ID

Warning information to purchaser: not required

Deposit: not required

Provisions do not specifically address disposable kegs

9. Loss of Driving Privileges for Alcohol Violations by Minors ("Use/Lose Laws")

Type(s) of violation leading to driver's license suspension, revocation, or denial:

• underage purchase

• underage possession

Use/lose penalties apply to minors under age 21

Authority to impose driver's license sanction: mandatory

Length of suspension/revocation:

• minimum: 90 days

• maximum: 365 days

10. Hosting Underage Drinking Parties: Criminal Liability

No criminal social host law




H. Visibility of enforcement Definitions Enforcement visibility is the means by which enforcement has a deterrent effect. Deterrence occurs when information about enforcement (conveyed through its visibility) convinces the intended target that violating the law or policy will result in an unacceptable likelihood detection and sanction. Enforcement is visible when a law or policy is adequately enforced, the intended targets are aware of the law or policy, and the intended targets are aware of the law or policy’s enforcement (Holder, 2004).

Adequacy of enforcement could mean different things for different populations and different policies. Understanding the deployed (and deployable) types, intensity, and distribution of enforcement resources (as well as the severity, certainty and celerity of the corresponding sanctions, and potential violators’ tolerance for those) is important to understanding the “adequacy” of enforcement. (Note that enforcement efforts may include—and in the case of alcohol, likely will include—the action of citizens and organizations that reinforces the law or policy. This is called “social enforcement.” Citizen-run age-restriction compliance checks using unconsummated buys by minors are an example of social enforcement.) However, enforcement resource inputs do not by themselves create a general deterrent effect—the deterrent effect on people who are not presently the subject of enforcement, but who could be.

Enforcement visibility is the result of efforts to communicate a credible threat of sanction to potential violators of a law or policy. This may involve communicating information about the actual resources deployed, but that is not necessarily so, nor is it necessarily all that must be communicated.

For example, a researcher on a program of drink-driving deterrence using random breath testing concluded that “to influence perceived probabilities of apprehension (and hence behaviour), police enforcement must be highly visible in a threatening kind of way, it must be sustained at a high level, and it must be supported by extensive publicity” (Homel, 1993; my emphasis).

Increased visibility of enforcement increases the impact of laws on the retail and social availability of alcohol.


H. Visibility of Enforcement (cont’d) Data Sources Variable Population Law/Policy Type Instrument Item(s)

Types, intensity, and distribution of enforcement resources

Minors (instrument could be modified for any pop)

Local law enforcement Alcohol Toolkit Alcohol Law & Policy Enforcement Tool (LPE)

LPE Parts A-E, item 6

Types, intensity, and distribution of enforcement resources

Minors (instrument could be modified for any pop)

Social enforcement of laws and policies

Alcohol Toolkit Alcohol Law & Policy Enforcement Tool (LPE)

LPE Parts A-E, item 7

Intended targets are aware of law or policies

College Students Campus rules and regulations regarding alcohol and other drugs

Core Campus Norms 16, 17

Intended targets are aware of law or policies


Core Std Long 12a

Intended targets are aware of enforcement


Core Std Long 12b

Perceived likelihood of detection / apprehension

Youth Underage possession /consumption of alcohol (Liquor Law)

CTC Youth Survey 29

Perceived likelihood of detection / apprehension

Youth Underage possession /consumption of alcohol

Alcohol Toolkit Youth Focus Group (YFG)

YFG 19, 22, 30




(Liquor Law)


I. Family, school, and peer influences See Family Domain, School Domain, and Individual and Peer Domains, in Section IV, below.



IV. Risk & Protective Factors / Motives / Antecedents From Hawkins, Catalano, and Miller (1992). This section is summarized in a table below.

A. Risk factors 1. Community domain a. Extreme economic deprivation

i. Validated archival indicators available through IPRC’s PREV-STAT and CLEI

Unemployment Rates

Free/Reduced Lunch/Textbooks

Food Stamp Recipients

TANF

Adults without a High School Diploma

Single Parent Family Households

ii. Other validated archival indicators

None.

iii. CTC Youth Survey scales

[None]

b. Neighborhood disorganization


Population not voting in elections

Residential vacancies


Population not registered to vote



Prisoners in state correctional institutions


Low Neighborhood Attachment

Community Disorganization

2. Family domain a. Poor and inconsistent family management practices


[None]


Children in foster care

Children living away from parents

Victims in accepted child abuse referrals – see Kids Count Data Book (www.iyi.org)


Poor family management

b. Family conflict


Divorces


Domestic violence arrests


Family conflict

c. Low bonding to family


[None]




[None]


Family attachment

3. School domain a. Low commitment to school


Event dropouts (students who dropped out in a single year). Available at http://www.doe.state.in.us/. Click K-12 School Data, Extract Data from Databases. Data is available at the school building level (School Building Tables: Grads, Graduation Rates, Dropouts-grads) and the corporation level (School Corporation Tables: Dropouts-dr).


Status dropouts (people aged 16-24 who have not completed high school and are not enrolled)


Low school commitment

b. Academic failure


[None]


[None]


Poor academic performance

c. Peer rejection in elementary school

Not typically measured in community-level assessments.

4. Individual and peer domains a. Physiological and genetic factors



Not typically measured in community-level assessments.

b. Early and persistent problem behavior


[None]


Alcohol and other drug arrests, ages 10-14 (see UCR)

Personal and property crime arrests, ages 10-14 (see UCR)

Dropouts prior to 9th grade

Vandalism arrests, ages 10-14


Early initiation of drug use

c. Alienation and rebelliousness


[None]


[None]


Rebelliousness

d. Early onset of drug use


[None]


[None]

iii. CTC Youth Survey Scales




B. Protective factors From Hawkins, Catalano, and Miller (1992).

1. Family domain a. Strong parental bonding


[None]


[None]


Family attachment

2. School domain a. Strong commitment to school


[None]


[None]


Low school commitment

3. Individual domain a. Positive temperament


[None]


[None]





[None]

b. Involvement in church activities


[None]


[None]


Religiosity

c. Strong external support system


[None]


[None]


[None]

d. Belief in generalized expectations, norms, values of society


[None]


[None]


Belief in the moral order


Type/Domain/Factor VAIs avail. from IPRC’s PREV-STAT and CLEI

Other validated archival indicators CTC Youth Survey scales

Risk Community

Extreme economic deprivation Unemployment Free/reduced lunch/textbooks Food Stamp recipients TANF Adults without a high school diploma Single-parent family households

[None] [None]

Neighborhood disorganization Population not voting in elections Residential vacancies

Population not registered to vote Prisoners in state correctional institutions

Low neighborhood attachment Community disorganization

Family Poor and inconsistent family management practices

[None]

Children in foster care Children living away from parents Victims in accepted child abuse referrals – see Kids Count Data Book

Poor family management

Family conflict Divorces Domestic violence arrests Family conflict Low bonding to family [None] [None] Family attachment

School Low commitment to school Event dropouts (students who

dropped out in a single year). See http://www.doe.state.in.us/

Status dropouts (people aged 16-24 who have not completed high school and are not enrolled)

Low commitment to school

Academic failure [None] [None] Poor academic performance

Peer rejection/elem. school Not typically measured in community-level assessments Individual/Peer

Phys./genetic factors Not typically measured in community-level assessments. Early/persistent prob. behavior [None] Alcohol/drug arrests, age 10-14 (see

UCR) Personal/property crime arrests, age 10-14 (see UCR) Dropouts prior to 9th grade Vandalism arrests, ages 10-14


Alienation & Rebelliousness [None] [None] Rebelliousness Early onset of drug use [None] [None] Early initiation of drug use




Type/Domain/Factor VAIs avail. from IPRC’s PREV-

STAT and CLEI Other validated archival indicators CTC Youth Survey scales

Protective Family

Strong parental bonding [None] [None] Family attachment School

Strong commitment to school [None] [None] Low school commitment Individual/Peer

Positive temperament Not typically measured in community-level assessments.

Involvement in church activities [None] [None] Religiosity Strong external support system [None] [None] [None] Belief in generalized expectations, norms, values of society

[None] [None] Belief in the moral order


References Abbey, A., Scott, R. O., and Smith, M. J. (1993). Physical, subjective, and social availability: their relationship to alcohol consumption in rural and urban areas. Addiction 88 (4), 489-499.

Babor, T. F., Caetano, R., Casswell, S., Edwards, G., Giesbrecht, N., Graham, K., Grube, J., Gruenewald, P., Hill, L., Holder, H., Homel, R., Österberg, E., Rehm, J., Room, R. & Rossow, I. (2003). Alcohol: No Ordinary Commodity—Research and PublicPolicy. Oxford and London: Oxford University Press.

Centers for Disease Control and Prevention. “Alcohol and public health – Frequently asked questions (“What do you mean by heavy drinking?).” Available: [ http://www.cdc.gov/alcohol/faqs.htm#10 ]. Accessed January 22, 2008.

Clapp, J. D., Min, J. W., Shillington, A. M., Reed, M. B., and Ketchie Croff, J. (2008). Person and environment predictors of blood alcohol concentrations: A multi-level study of college parties. Alcoholism: Clinical and Experimental Research 32 (1), 100-107.

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Lee, C.M., Lewis, M.A., Geisner, I.M., Neighbors, C., & Larimer, M.E. (2007). Social motives and the interaction between descriptive and injunctive norms in college student drinking. Journal of Studies on Alcohol and Drugs 68 (5), 714-721.

National Institute of Alcohol Abuse and Alcoholism. NIAAA council approves definition of binge drinking (PDF–1.6Mb) NIAAA Newsletter 2004; 3: 3. Cited in “Alcohol and public health – Frequently asked questions (“What is binge drinking?).” Centers for Disease Control and Prevention. Available: [ http://www.cdc.gov/alcohol/faqs.htm#10 ]. Accessed January 22, 2008.

Smart, R. A., (1980). Availability and the prevention of alcohol-related problems, in: Harford, T. C., Parker, D. A., & LIGHT, L., (Eds.). Normative Ap- proaches to the Prevention of Alcohol Abuse and Alcoholism (NIAAA Research Monograph No 3), pp. 123-146 (Washington, DC: US Government Printing Office).


http://pubs.niaaa.nih.gov/publications/Newsletter/winter2004/Newsletter_Number3.pdf

http://pubs.niaaa.nih.gov/publications/Newsletter/winter2004/Newsletter_Number3.pdf


Turrisi, R., Wiersma, K. A., and Hughes, K. K. (2000). Binge-drinking-related consequences in college students: Role of drinking beliefs and mother-teen communications. Psychology of Addictive Behaviors 14 (4), 342-355.

Wells, S., Graham, K., Speechley, M., and Koval, J. J. (2005). Drinking patterns, drinking contexts and alcohol-related aggression among late adolescent and young adult drinkers. Addiction 100 (7), 933-944.


Alcohol-Related

Problems (e.g.,

binge drinking,

drinking &

driving, alcohol-

related

violence,

impaired school

performance,

impaired

judgment)

Underage

Drinking

Price of alcohol

Retail availability

of alcohol to

youth

Social

availability of

alcohol to youth

Visible

Enforcement

Underage

Drinking Laws

Extreme economic deprivation+

Drinking beliefs

Drinking context

Community

norms about

youth drinking

Alcohol promotion

Neighborhood disorganization+

Physiological/genetic factors+

Poor & inconsistent family

management practices+

Family conflict+

Low bonding to family+

Early & persistent problem

behavior+

Academic failure+

Low degree of commitment to

school+

Peer rejection in elementary

+grades Alienation and rebelliousness+

Early onset of drug use+

Family, school, and peer

influence

Strong parental bonding-

Positive temperament-

Strong external support system-

Strong commitment to school-

Involvement in church activities-

Belief in generalized

expectations, norms, values of

society-

Motives/antecedents /risk factors: (Hawkins, Catalano & Miller, 1992)

Motives/Antecedents/Protective

Factors: (Hawkins, Catalano & Miller,

1992)

Outcomes Conditions: Mediating/moderating variables

Underage Drinking Logic Model

Indiana SPF SIG Alcohol Assessment Framework and Toolkit About This Toolkit contains seven components to complement the analysis of archival data in a community-level assessment of alcohol problems. The focus of this toolkit is on needs, as opposed to resources and infrastructure. Indiana Prevention Resource Center (IPRC) will provide a separate advisory document for infrastructure assessment. This document was adapted by the Indiana Prevention Resource Center on behalf of Indiana SPF-SIG recipient communities from an original by Paula Feathers at the Southwest Center for the Application of Prevention Technologies and by Michael Coop, in their work on the New Mexico SPF SIG.

Suggestions for the use of this Toolkit In general, the use of these tools is more resource intensive than the analysis of archival data. While a needs assessment may use all of these tools, the tools may also be used selectively for the targeted investigation of problems in specific demographic or geographic areas. The tools may also be modified to facilitate a specialized investigation. Consult your technical assistance provider about this possibility.

Major tool functions and the strategic planning process All data collected in the needs assessment should be analyzed and discussed. What do the data show and how does this inform our understanding of how alcohol problems are supported or prevented locally? Different components of this toolkit focus on different parts of this process. As you manage the assessment process, you will need to ensure that data and findings produced with each toolkit component are processed completely by the LEOW and LAC so that each contributes appropriately to policy, practice, and program recommendations in the strategic plan. Component Major Tool Functions New Data

Collection Information

Analysis Discussion Framework

I. Alcohol Retail Availability Assessment Tool x II. Bar Assessment Tool x III. Alcohol Promotion & Advertising Assessment Tool x V. Alcohol Law & Policy Enforcement Tool x x IV. Community Norms Tool x x x VI. Alcohol Community Perceptions Survey x x VII. Youth Focus Group x



What the assessment tools measure The scientific literature on the prevention of alcohol problems at the community level identifies specific factors that are likely to have a relationship with or to help illuminate the nature of local alcohol problems. These factors include:

Consequences of alcohol use

Alcohol use patterns

For adolescents, risk and protective factors in the individual, peer, family, school, and community/society domains

For everyone: Individual beliefs about alcohol Alcohol law, policy, and regulation Legal penalties for violation of law and regulation Legal enforcement of alcohol law and regulation Social enforcement of alcohol law Visibility of enforcement of alcohol law and regulation Retail availability of alcohol Alcohol service and sales practices Alcohol promotion Price of alcohol products Social availability of alcohol Context of alcohol drinking Community norms about alcohol

These factors are measured variously in the different components of this toolkit. The following table summarizes the parts of the kit (i.e., groups of questions or items) that capture information about each of these factors. Note on references to individual questions or items in the toolkit: Each tool has a title and a three-letter abbreviation. Some tools have multiple components; in this case, these are labeled with capital letter (A, B, C…). Each question or item has a number (1, 2, 3). References are abbreviated below. For example, Item 1 in Part A (Bars) of the Alcohol Retail Availability Assessment Tool (ARA) is referred to below as ARA-A1.

Measurement of alcohol factors in the Toolkit

I (ARA) II (BAT) III (APA) IV (CNT) V (LPE) VI (ACP) VII (YFG)

Consequences of use 9 29

Use patterns 5-8

Individual (adolescent)

Individual (all)

Beliefs about alcohol

Peer, Family, School (adolescent) 23

Community/society (adolescent)

Community/society (all) 17-21, 22

Law, policy, regulation [A-E]5-8

Legal penalties [A-E]3-5

Legal enforcement [A-E]1,2,6F1-12

30

Social enforcement [A-E]7F1-12

30

Visibility of enforcement

Retail availability [A-E]1-4,9 A1-5 14-18,26-30

1-4, 9-12

Service and sales practices

Promotion C1-7 [A-H]1-4 4

Price B1-5


Social availability 1-3 9-13, 19, 20-25,31-33

5-8, 13-16

Context of drinking 1-8

Community norms 1-9 1-8 25-28


I. ALCOHOL RETAIL AVAILABILITY ASSESSMENT TOOL (ARA)

RETAIL AVAILABILITY: This section addresses how alcohol is bought and sold in your community. This section is composed of separate tools for five separate types of alcohol outlets: bars, restaurants, liquor stores, convenience stores, and grocery stores. DIRECTIONS: To complete the Alcohol Retail Availability Assessment Tool, you may need to conduct research via the telephone and internet, and tour your community. If available labor is limited, you may need to use this tool with a sample or samples of outlets to represent the distribution of alcohol outlets across areas of the community and the various social uses of the outlets (i.e., bars frequented by college students as opposed to bars frequented by full-time residents). Your Technical Assistance provider can help you select outlets for this sample. Note that Alcohol Retail Availability Assessment Tool item IA (Bars) shares multiple questions with Bar Assessment Tool (Component II of the Alcohol Assessment Framework and Toolkit). If your community (or a targeted area, such as a town or neighborhood) does not have a retail source in one of the categories below for alcohol, note that in ARA-2 and skip the remainder of the section for that outlet type. Discuss the best approach with your Technical Assistance provider prior to the beginning of data collection for all of the information of this tool.



A. Bars ARA-A1. Is alcohol sold in these outlets in your community? Yes No ARA-A2. How many of these alcohol outlets are there in your community? ARA-A3. How many days a week are they open? ARA-A4. How many hours a day are they open? ARA-A5. Are there restrictions on where they can be? (e.g., proximity to schools)?

Yes No

ARA-A6. Describe these restrictions ARA-A7. Are there restrictions on how many outlets can be in your community?

Yes No

ARA-A8. Describe these restrictions. ARA-A9. What economic, geographic, or other patterns do you observe in the way bars are located across the community and in the alcohol products that the bars offer? ARA-A10. Notes about bars.



B. Restaurants ARA-B1. Is alcohol sold in these outlets in your community? Yes No ARA-B2. How many of these alcohol outlets are there in your community? ARA-B3. How many days a week are they open? ARA-B4. How many hours a day are they open? ARA-B5. Are there restrictions on where they can be? (e.g., proximity to schools)?

Yes No

ARA-B6. Describe these restrictions ARA-B7. Are there restrictions on how many outlets can be in your community?

Yes No

ARA-B8. Describe these restrictions. ARA-B9. Do they sell alco-pops? Yes No ARA-B10. What economic, geographic, or other patterns do you observe in the way alcohol-serving restaurants are located across the community and in the alcohol products that they offer? ARA-B11. Notes about alcohol-serving restaurants.



C. Liquor Stores ARA-C1. Is alcohol sold in these outlets in your community? Yes No ARA-C2. How many of these alcohol outlets are there in your community? ARA-C3. How many days a week are they open? ARA-C4. How many hours a day are they open? ARA-C5. Are there restrictions on where they can be? (e.g., proximity to schools)?

Yes No

ARA-C6. Describe these restrictions ARA-C7. Are there restrictions on how many outlets can be in your community?

Yes No

ARA-C8. Describe these restrictions. ARA-C9. Do they sell alco-pops? Yes No ARA-C10. Do they sell single units (e.g., single cans of beer)? Yes No ARA-C11. What economic, geographic, or other patterns do you observe in the way liquor stores are located across the community and in the alcohol products that they offer? ARA-C12. Notes about liquor stores.



D. Convenience Stores ARA-D1. Is alcohol sold in these outlets in your community? Yes No ARA-D2. How many of these alcohol outlets are there in your community? ARA-D3. How many days a week are they open? ARA-D4. How many hours a day are they open? ARA-D5. Are there restrictions on where they can be? (e.g., proximity to schools)?

Yes No

ARA-D6. Describe these restrictions ARA-D7. Are there restrictions on how many outlets can be in your community?

Yes No

ARA-D8. Describe these restrictions. ARA-D9. Do they sell alco-pops? Yes No ARA-D10. Do they sell single units (e.g., single cans of beer)? Yes No ARA-D11. What economic, geographic, or other patterns do you observe in the way alcohol-selling convenience stores are located across the community and in the alcohol products that they offer? ARA-D12. Notes about alcohol-selling convenience stores.



E. Grocery Stores ARA-E1. Is alcohol sold in these outlets in your community? Yes No ARA-E2. How many of these alcohol outlets are there in your community? ARA-E3. How many days a week are they open? ARA-E4. How many hours a day are they open? ARA-E5. Are there restrictions on where they can be? (e.g., proximity to schools)?

Yes No

ARA-E6. Describe these restrictions ARA-E7. Are there restrictions on how many outlets can be in your community?

Yes No

ARA-E8. Describe these restrictions. ARA-E9. Do they sell alco-pops? Yes No ARA-E10. Do they sell single units (e.g., single cans of beer)? Yes No ARA-E11. What economic, geographic, or other patterns do you observe in the way alcohol-selling grocery stores are located across the community and in the alcohol products that they offer? ARA-E12. Notes about alcohol-selling grocery stores.


II. BAR ASSESSMENT TOOL (BAT)

DIRECTIONS: To complete the Bar Assessment Tool, you may need to conduct research via the telephone and internet, and tour your community. If available labor is limited, you may need to use this tool with a sample or samples of bars to represent the distribution of bars across areas of the community (i.e., bars frequented by college students as opposed to bars frequented by non-college adults). Your Technical Assistance provider can help you select bars for this sample. As a general rule, if you have less than ten bars, visit all of them. If you have more than ten bars, visit at least 10-20 and write a justification for your choice of bars. Discuss the best approach with your Technical Assistance provider prior to beginning data collection. Use one copy of the form per bar. For the questions that require a Yes/No response, circle the appropriate answer. For open-ended questions, provide as much detail as possible. Note that the Bar Assessment Tool shares multiple questions with the Alcohol Retail Availability Assessment Tool (ARA), Part IA (Bars). Number of Bars Visited

Number of Bars in Community


II. BAR ASSESSMENT TOOL (BAT) A. BUSINESS, HOURS, and PRODUCTS BAT-A1. Name of bar BAT-A2. Address of bar

BAT-A3. Number of days per week is the bar open BAT-A4. Number of hours a day the bar is open BAT-A5. What type of alcohol does the bar sell? [CIRCLE ALL THAT APPLY]

a. Beer b. Wine c. Coolers d. Liquor e. Alco-pops

B. PRICE: Questions related to the price of alcohol. BAT-B1. Are happy hours with discounted drinks offered at this bar? Yes | No BAT-B2. Do prices increase to their normal level after happy hour is over? Yes | No BAT-B3. Are “all you can drink” specials offered at this bar? Yes | No BAT-B4. Are “two for one” drink specials offered at this bar? Yes | No BAT-B5. Notes about price. C. PROMOTION: Questions related to how alcohol is promoted and marketed. BAT-C1. Is alcohol advertising visible from the outside of the store (e.g. neon signs)?

Yes | No

BAT-C2. Is there alcohol advertising on the inside of the bar? Yes | No BAT-C3. Does the bar offer free alcohol-related merchandise or promotional gifts? Yes | No BAT-C4. Are there “no sales to minors” signs posted? Yes | No BAT-C5. How does this bar typically advertise? BAT-C6. Does this bar sponsor community events? Yes | No BAT-C7. Notes about promotion and advertising.


III. ALCOHOL PROMOTION & ADVERTISING ASSESSMENT TOOL (APA) DIRECTIONS: The next several questions address where youth and/or young adults hear or see alcohol advertising in your community. For the questions that require a Yes/No response, circle the appropriate answer. For the open-ended questions, provide as much information as possible. Note that there are three categories of advertising and promotion media: mass media, “stationary” media, and events. The tool asks slightly different questions about each. There is also an “other” category, which can be adapted and repeated as necessary. Mass Media APA-A. On the radio APA-B. In the newspaper APA-C. On TV commercials APA-H. Other

“Stationary” Media APA-D. On billboards APA-E On store fronts APA-H. Other

Events APA-F. At community events APA-G. At sporting events APA-H. Other

APA-H. Other Record information about from whom and how you collected this data.


III. ALCOHOL PROMOTION & ADVERTISING ASSESSMENT TOOL (APA)

APA-A. Radio (terrestrial and satellite, as appropriate) APA-A1. What populations are targeted by the station or publication?

APA-A2. What populations or subpopulations are targeted by the advertising or promotion? (e.g., youth, young women, young men, college students, Hispanics, African-Americans, etc.)

APA-A3.a. What type of alcohol is advertised or promoted? (beer, malt liquor, liquor, wine, wine cooler, other) APA-A3.b. How is the alcohol product portrayed?

APA-A4. What else do you note about alcohol advertising and promotion in this medium?



APA-B. Newspaper APA-B1. What populations are targeted by the station or publication?

APA-B2. What populations or subpopulations are targeted by the advertising or promotion? (e.g., youth, young women, young men, college students, Hispanics, African-Americans, etc.)

APA-B3.a. What type of alcohol is advertised or promoted? (beer, malt liquor, liquor, wine, wine cooler, other) APA-B3.b. How is the alcohol product portrayed?

APA-B4. What else do you note about alcohol advertising and promotion in this medium?



APA-C. TV Commercials APA-C1. What populations are targeted this medium?

APA-C2. What populations or subpopulations are targeted by the advertising or promotion? (e.g., youth, young women, young men, college students, Hispanics, African-Americans, etc.)

APA-C3.a. What type of alcohol is advertised or promoted? (beer, malt liquor, liquor, wine, wine cooler, other) APA-C3.b. How is the alcohol product portrayed?

APA-C4. What else do you note about alcohol advertising and promotion in this medium?



APA-D. Billboards APA-D1. What populations are targeted through this medium?

APA-D2. What populations or subpopulations are targeted by the advertising or promotion? (e.g., youth, young women, young men, college students, Hispanics, African-Americans, etc.)

APA-D3.a. What type of alcohol is advertised or promoted? (beer, malt liquor, liquor, wine, wine cooler, other) APA-D3.b. How is the alcohol product portrayed?

APA-D4. What else do you note about alcohol advertising and promotion in this medium?

APA-D5. What do you note about the geographic distribution of alcohol advertising and promotion in this medium?



APA-E Store Fronts APA-E1. What populations are targeted through this medium?

APA-E2. What populations or subpopulations are targeted by the advertising or promotion? (e.g., youth, young women, young men, college students, Hispanics, African-Americans, etc.)

APA-E3.a. What type of alcohol is advertised or promoted? (beer, malt liquor, liquor, wine, wine cooler, other) APA-E3.b. How is the alcohol product portrayed?

APA-E4. What else do you note about alcohol advertising and promotion in this medium?



APA-F. Community Event APA-F1. What populations can be reached through advertising and promotion at this event?

APA-F2. What populations or subpopulations are targeted by the advertising or promotion? (e.g., youth, young women, young men, college students, Hispanics, African-Americans, etc.)

APA-F3.a. What type of alcohol is advertised or promoted? (beer, malt liquor, liquor, wine, wine cooler, other) APA-F3.b. How is the alcohol product portrayed?

APA-F4. What else do you note about alcohol advertising and promotion in this medium?



APA-G. Sporting Events APA-G1. What population can be reached through advertising and promotion at this event?

APA-G2. What populations or subpopulations are targeted by the advertising or promotion? (e.g., youth, young women, young men, college students, Hispanics, African-Americans, etc.)

APA-G3.a. What type of alcohol is advertised or promoted? (beer, malt liquor, liquor, wine, wine cooler, other) APA-G3.b. How is the alcohol product portrayed?

APA-G4. What else do you note about alcohol advertising and promotion in this medium?



APA-H. Other APA-H1. What populations are targeted or exposed to the alcohol marketing or promotion message?

APA-H2. What populations or subpopulations are targeted by the advertising or promotion? (e.g., youth, young women, young men, college students, Hispanics, African-Americans, etc.)

APA-G3.a. What type of alcohol is advertised or promoted? (beer, malt liquor, liquor, wine, wine cooler, other) APA-G3.b. How is the alcohol product portrayed?

APA-H4. What else do you note about alcohol advertising and promotion in this medium?


IV. COMMUNITY NORMS TOOL (CNT)

DIRECTIONS: Use this tool with a group or in a community meeting. Brainstorm the most important community events and rituals in addition to the ones suggested. Choose the four or five most common community events; suggested events (see below) may be replaced to make the tool more culturally appropriate. Members of the group answer all the questions for each of the chosen events. Members respond individually on paper, the responses of the group are tallied, then the answers are discussed. Ask whether there are differences in experience among different subpopulations. Record the consensus of the group. This tool may be more effective when used with participants representing smaller places, i.e., town, neighborhood, school catchment area, campus community. This tool may also be adapted for surveying; consult your technical assistance provider. Suggested community events: Graduation party Birth/baptism/funeral Sporting event

Festival/fair Barbeque Music event

Fundraiser Youth party without adult host Youth party with adult host

At the event… Yes/No What are the consequences? CNT-1. …is alcohol typically allowed?

CNT-2. …is alcohol typically served or available?

CNT-3. …is alcohol typically sold or is it provided for free (i.e., by the host)?

CNT-4. …is alcohol (i.e., a particular brand or product) promoted or advertised?

CNT-5. …is it normal for adults to drink alcohol?

CNT-6. …is it normal for adults to become drunk?

CNT-7. …is it normal for people under the age of 21 to drink alcohol?

CNT-8. …is it normal for people under the age of 21 to become drunk?

CNT-9. …is it normal for people to drive home from the event after drinking?


V. ALCOHOL LAW & POLICY ENFORCEMENT TOOL (LPE)

DIRECTIONS: Use this tool with a group (coalition, stakeholder group, and/or project participants) to evaluate alcohol-related law enforcement efforts. Collect this information from law enforcement/judicial sources. Include as much information as is available about these issues. The tool refers to “community,” but you may break down the community into multiple law enforcement jurisdictions. To facilitate discussion (see the final section), organizers may wish to provide answers to questions that can be answered with archival data. For the final section, hold a meeting (or meetings) and lead a discussion about these issues. Document major issues and concerns that arose during the discussion. With your results, record information about from whom and how you collected this information.



LPE-A. Sale of Alcohol to Minors LPE-A1. How many violations have been issued in your community in the past year?

LPE-A2. Is this an increase or decrease from the last 2 years? Document the trend with as many data points as possible. Note any events or trends (i.e., increased enforcement) aside from changes in the number and rate of violations, that might have contributed to the observed trend.

Increase Decrease No Change

What is the typical punishment for the: LPE-A3. First offense: LPE-A4. Second offense: LPE-A5. Third offense:

LPE-A6. Law enforcement. What specific measures are being taken to enforce laws against sales of alcohol to minors? (efforts to catch people breaking the law, efforts to punish people and the severity of the penalties associated with the offense).

LPE-A7. Social enforcement. Include a discussion of efforts carried out by non-law enforcement organizations and individuals (compliance checks, social marketing of norms against providing alcohol to minors, parent networks to discourage social hosting of minors, etc.).



LPE-B. Adults Buying Alcohol for Minors LPE-B1. How many violations have been issued in your community in the past year?

LPE-B2. Is this an increase or decrease from the last 2 years? Document the trend with as many data points as possible. Note any events or trends (i.e., increased enforcement) aside from changes in the number and rate of violations, that might have contributed to the observed trend.


What is the typical punishment for the: LPE-B3. First offense: LPE-B4. Second offense: LPE-B5. Third offense:

LPE-B6. Law enforcement. What specific measures are being taken to enforce laws against sales of alcohol to minors? (efforts to catch people breaking the law, efforts to punish people and the severity of the penalties associated with the offense).

LPE-B7. Social enforcement. Include a discussion of efforts carried out by non-law enforcement organizations and individuals (compliance checks, social marketing of norms against providing alcohol to minors, parent networks to discourage social hosting of minors, etc.).



LPE-C. Drinking and Driving LPE-C1. How many violations have been issued in your community in the past year?

LPE-C2. Is this an increase or decrease from the last 2 years? Document the trend with as many data points as possible. Note any events or trends (i.e., increased enforcement) aside from changes in the number and rate of violations, that might have contributed to the observed trend.


What is the typical punishment for the: LPE-C3. First offense: LPE-C4. Second offense: LPE-C5. Third offense:

LPE-C6. Law enforcement. What specific measures are being taken to enforce laws against sales of alcohol to minors? (efforts to catch people breaking the law, efforts to punish people and the severity of the penalties associated with the offense).

LPE-C7. Social enforcement. Include a discussion of efforts carried out by non-law enforcement organizations and individuals (compliance checks, social marketing of norms against providing alcohol to minors, parent networks to discourage social hosting of minors, etc.).



LPE-D. Sales to Intoxicated Persons LPE-D1. How many violations have been issued in your community in the past year?

LPE-D2. Is this an increase or decrease from the last 2 years? Document the trend with as many data points as possible. Note any events or trends (i.e., increased enforcement) aside from changes in the number and rate of violations, that might have contributed to the observed trend.


What is the typical punishment for the: LPE-D3. First offense: LPE-D4. Second offense: LPE-D5. Third offense:

LPE-D6. Law enforcement. What specific measures are being taken to enforce laws against sales of alcohol to minors? (efforts to catch people breaking the law, efforts to punish people and the severity of the penalties associated with the offense).

LPE-D7. Social enforcement. Include a discussion of efforts carried out by non-law enforcement organizations and individuals (compliance checks, social marketing of norms against providing alcohol to minors, parent networks to discourage social hosting of minors, etc.).



LPE-E. Public Possession of Alcohol by Minors LPE-E1. How many violations have been issued in your community in the past year?

LPE-E2. Is this an increase or decrease from the last 2 years? Document the trend with as many data points as possible. Note any events or trends (i.e., increased enforcement) aside from changes in the number and rate of violations, that might have contributed to the observed trend.


What is the typical punishment for the: LPE-D3. First offense: LPE-D4. Second offense: LPE-D5. Third offense:

LPE-E6. Law enforcement. What specific measures are being taken to enforce laws against sales of alcohol to minors? (efforts to catch people breaking the law, efforts to punish people and the severity of the penalties associated with the offense).

LPE-E7. Social enforcement. Include a discussion of efforts carried out by non-law enforcement organizations and individuals (compliance checks, social marketing of norms against providing alcohol to minors, parent networks to discourage social hosting of minors, etc.).


V. ALCOHOL LAW & POLICY ENFORCEMENT TOOL (LPE) LPE-F. Law & Policy Enforcement Analysis and Discussion

LPE-F1. On a scale of 1 to 5, with 1 being completely ineffective and 5 being completely effective, how effective is existing enforcement of laws against sale of alcohol to minors?

LPE-F2. Why did you give this rating? LPE-F3. On a scale of 1 to 5, with 1 being completely ineffective and 5 being completely effective, how effective is existing enforcement of laws against adults buying alcohol for minors?

LPE-F4. Why did you give this rating? LPE-F5. On a scale of 1 to 5, with 1 being completely ineffective and 5 being completely effective, how effective is existing enforcement of laws against drinking and driving?

LPE-F6. Why did you give this rating? LPE-F7. On a scale of 1 to 5, with 1 being completely ineffective and 5 being completely effective, how effective is existing enforcement of laws against sales to intoxicated persons?

LPE-F8. Why did you give this rating? LPE-F9. On a scale of 1 to 5, with 1 being completely ineffective and 5 being completely effective, how effective is existing enforcement of laws against public possession of alcohol by minors?

LPE-F10. Why did you give this rating? LPE-F. On a scale of 1 to 5, with 1 being completely ineffective and 5 being completely effective, how effective overall are existing alcohol-related enforcement efforts?

LPE-F. What are the major barriers to better effectiveness?


VI. Alcohol Community Perceptions Survey (ACP)

DIRECTIONS: This instrument could be used as a survey given to individuals or as the starting point for dialogue at a community meeting. If you use it at a community meeting, include representatives from multiple sectors of your community, including, at least: youth and youth organizations, health care organizations or providers, businesses and employers, law enforcement, local government, education, parents, and the faith community. Remember that surveys taken at community meetings are likely to represent the views of only the most engaged and concerned members of the community. The phrase [in your community] can be changed to reflect targeted groups or areas (e.g., college students, neighborhoods, towns, etc.). With your results, record information about how you used the survey and with whom.


Alcohol Community Perceptions Survey

Mark the response that you feel best fits the question. Your individual responses will be kept anonymous, and only utilized to aggregate the responses of the entire group.

Binge drinking is defined as having five or more drinks in a single sitting for men and four or more for women. Strongly

agree Agree Disagree Strongly

disagree Don’tknow

ACP-1. Most adults in my community think that binge drinking by other adults is acceptable.

ACP-2. Most adults in my community think that binge drinking by people aged 18 to 20 is acceptable.

ACP-3. Most adults in my community think that binge drinking by people under age 18 is acceptable.

ACP-4. Most adults in my community think that it is OK to drink alcohol and drive.

ACP-5. Most adults in my community think that it is OK if they drink and drive, as long as they haven’t had too many alcoholic drinks.

ACP-6. Most adults in my community think that it is OK for people under age 21 to drink alcohol.

ACP-7. Most adults in my community think that it is OK for people age 18-20 to drink alcohol.

ACP-8. Most adults in my community think that it is OK for people under age 18 to drink alcohol.

Underage Access to Alcohol

How difficult do you think is it for youth in our community to obtain alcohol from… [, ,]

Very Difficult Somewhat Difficult

Not Difficult at All

ACP-9. Older siblings

ACP-10. Parents


ACP-11. Other adult relatives

ACP-12. Same-age friends

ACP-13. Adult strangers

ACP-14. Bars

ACP-15. Restaurants

ACP-16. Liquor stores

ACP-17. Grocery stores

ACP-18. Convenience stores


ACP-19. How difficult do you think it is for youth to get alcohol from home without their parents’ knowing?

Very Difficult Somewhat Difficult

Not Difficult at All


How difficult do you think it is for people aged 18-20 in our community to obtain alcohol from…

Very Difficult

Somewhat Difficult

Not Difficultat All

ACP-20. Older siblings

ACP-21. Parents

ACP-22. Other adult relatives

ACP-23. Same-age friends

ACP-24. Friends aged 21 or older

ACP-25. Adult strangers

ACP-26. Bars

ACP-27. Restaurants

ACP-28. Liquor stores

ACP-29. Grocery stores

ACP-30. Convenience stores Adult Hosts of Underage Drinkers %

ACP-31. About what percentage of parents in our community do you think have provided alcohol for other people’s children in their own homes?


ACP-32. About what percentage of parents in our community do you think have allowed other people’s children to drink alcohol in their homes?

ACP-33. About what percentage of parents in our community do you think do not pay enough attention to whether other people’s children are drinking alcohol in their homes?

ACP-34. What do you think are the top three reasons that alcohol is a problem in our community?


Youth Focus Group (YFG) (15-17, 18-20, 21-24 Year Olds) Retail Availability, Social Availability, Perception of Risk, Social Norms

Directions: To use this tool, convene at least six focus groups with youth in your communities to discuss the following questions. Focus groups generally work best with 6-8 participants. Conduct at least one focus group with 15-17 year olds (in high school), one with 18-20 year olds (underage for buying alcohol and of college age), one with 21-24 year olds (of legal age). In addition, conduct at least one focus group with every substantial minority group of subpopulation of focus in the assessment. Questions in this section are numbered for reference only. You use a subset of the questions to focus on an issue of interest. Your Technical Assistance provider can help you with focus group methodology. INSTRUCTIONS TO READ TO PARTICIPANTS: I am going to ask you some questions around drinking alcohol. 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. When you think about people your age, where do you think that they usually obtain alcohol?

PROMPTS YFG-1. A liquor store? YFG-2. A grocery store? YFG-3. A bar? YFG-4. A restaurant? YFG-5. Friends? YFG-6. Parents? YFG-7. Other family members? YFG-8. Strangers?

How easy would it be for people your age to get alcohol from … [Follow-up: Why?]

YFG-9. A liquor store YFG-10. A grocery store YFG-11. A bar YFG-12. A restaurant YFG-13. Friends YFG-14. Parents YFG-15. Other family members YFG-16. Strangers

[For participants younger than 21] If people your age in your community drink alcohol, how likely do you think it would be that [__________] would find out:

YFG-17. parents YFG-18. other family member YFG-19. the police YFG-20. teachers at school (if applicable) YFG-21. your employer (if applicable)


YFG-22. If you were to drink alcohol with some friends, how likely is it that you would be caught? YFG-23. What do people your age do to avoid being caught drinking alcohol? If [_______] heard that you had been drinking, what would they think?

YFG-24. your parents YFG-25. other family member YFG-26. your friends YFG-27. teachers at school (if applicable) YFG-28. your employer (if applicable)

YFG-29. How often do people your age drink and drive? Why do they do it? YFG-30. If you were to drink and drive, and you got caught, what do you think would happen to you?

the police would catch you you would get a ticket and pay a fine (FOR MINORS) your parents find out and punish you in some way (such as taking your car?) anything else?


249

Indiana Prevention Resource Center

Appendix: instrument

Indiana PreventionResource Center

IPRC

THE INDIANA PREVENTION RESOURCE CENTER2007 PREVALENCE STATISTICS

MAIN FINDINGS

ALCOHOL, TOBACCO AND OTHER DRUG USE BY INDIANA CHILDREN AND ADOLESCENTSSurvey Conducted March & April 2007

Report Dated August 2007

Conducted by:Indiana Prevention Resource CenterPublished by:Institute for Drug Abuse PreventionDepartment of Applied Health ScienceSchool of Health, Physical Education, and RecreationIndiana University

Funded, in part by a contract with theIndiana Family and Social Services AdministrationDivision of Mental Health and Addiction, and theSchool of Health, Physical Education, and Recreation

Contact:Indiana Prevention Resource Center501 North Morton Street Suite 110Bloomington, IN 47404http://[email protected] Toll Free: 1-800-346-3077 Fax: 812-855-4940

1. This is not a test. There are no right or wrong answers.

2. If you don’t find an answer that fits exactly, use one that comes closest. If any question does notapply to you, or you are not sure what it means, just leave it blank.

3. Mark your answers clearly:

• It is best to use a pencil, but you also may use a blue or black pen.

• Completely fill in the circles.

• Completely erase any answer you want to change.

• Make no other markings or comments on the answer pages.

4. Some of the questions have the following format:

Please fill in the circle for the word that best describes how you feel.

EXAMPLE: Pepperoni pizza is one of my favorite foods.

PLEASE DO NOT WRITE IN THIS AREA

• 1 •

Thank you for agreeing to participate in this survey. The survey asks your opinion about a number ofthings in your life, including your friends, your family, your neighborhood and your community. Youranswers to these questions will be confidential. That means no one will know your answers. To help uskeep your answers secret, please do not write your name on this survey form.

This kind of mark will work:Correct Mark

These kinds of marks will NOT work:Incorrect Marks

YES!yesnoNO!

Mark the Big “NO!” if you think the statement is definitely not true for you. Mark the little “no” if you think the statement is mostly not true for you. Mark the little “yes” if you think the statement is mostly true for you. Mark the Big “YES!” if you think the statement is definitely true for you.

nstructionsI

ommunities That Care® Youth SurveyC

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How old are you?10111213141516171819 or older

6th7th8th9th10th11th12th

Are you:FemaleMale

What do you consider yourself to be? (choose all that apply)

WhiteBlack or African AmericanAmerican Indian/Native American, Eskimo or AleutSpanish/Hispanic/LatinoAsian or Pacific IslanderOther (Please specify: _____________________________)

This section asks about your experiencesat school.

Mostly F’sMostly D’sMostly C’s

Putting them all together, what were yourgrades like last year?

Mostly B’sMostly A’s

During the LAST FOUR WEEKS, how many wholedays have you missed because you skipped or “cut’’?

Almost alwaysOftenSometimes

How often do you feel that the schoolwork youare assigned is meaningful and important?

SeldomNever

Very interesting and stimulatingQuite interestingFairly interestingSlightly dullVery dull

How interesting are most of your courses to you?

Very importantQuite importantFairly important

How important do you think the things you arelearning in school are going to be for your laterlife?

Slightly importantNot at all important

These questions ask for some generalinformation about you. Please mark theresponse that best describes you.

What grade are you in?

None1234-56-1011 or more

What is the language you use most often at home?EnglishSpanishAnother language (Please specify:____________________)

YES!yes

noNO!

My teachers praise me when I workhard in school.

Are your school grades better thanthe grades of most students in yourclass?

I have lots of chances to be part ofclass discussions or activities.

In my school, students have lots ofchances to help decide things likeclass activities and rules.

Teachers ask me to work on specialclassroom projects.

My teacher(s) notices when I amdoing a good job and lets me knowabout it.

There are lots of chances for studentsin my school to get involved in sports,clubs, and other school activitiesoutside of class.

There are lots of chances for studentsin my school to talk with a teacherone-on-one.

I feel safe at my school.

The school lets my parents knowwhen I have done something well.

• 3 •

OftenSometimesSeldom

Never

Now, thinking back over the pastyear in school, how often did you:

Almost always

Enjoy being in school?

Hate being in school?

Try to do your best work inschool?

Think of your four best friends(the friends you feel closest to).In the past year (12 months), howmany of your best friends have:

32

1None

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These questions ask about yourfeelings and experiences in other partsof your life.

Been suspended from school?

Carried a handgun?

Sold illegal drugs?

Stolen or tried to steal a motor vehicle such as a car ormotorcycle?

Been arrested?

Dropped out of school?

Been members of a gang?

Smoked cigarettes?

Tried beer, wine or hard liquor(for example, vodka, whiskey orgin) when their parents didn’tknow about it?

Used marijuana?

Used LSD, cocaine, amphet-amines, or other illegal drugs?

What are the chances you would beseen as cool if you:

Pretty good chanceSome chance

Little chanceNo or very little chance

Very good chance

Smoked cigarettes?

Began drinking alcoholic beverages regularly, that is, at least once or twice a month?

Smoked marijuana?

Carried a handgun?

The next section asks about yourexperience with tobacco, alcohol, andother drugs. It also asks some otherpersonal questions. Remember, youranswers are confidential. This meansyour answers will stay secret.

• 4 •

NeverOnce or twiceOnce in a while but not regularly

Have you ever used smokeless tobacco (chew,snuff, plug, dipping tobacco, chewing tobacco)?

Regularly in the pastRegularly now

Not at allLess than one cigarette per dayOne to five cigarettes per dayAbout one-half pack per dayAbout one pack per dayAbout one and one-half packs per dayTwo packs or more per day

How frequently have you smoked cigarettesduring the past 30 days?

NeverOnce or twiceOnce in a while but not regularly

Have you ever smoked cigarettes?

Regularly in the pastRegularly now

NeverOnce or twiceOnce or twice per week

How frequently have you used smokelesstobacco during the past 30 days?

About once a dayMore than once a day

Had alcoholic beverages (beer, wine orhard liquor) to drink–more than just afew sips–in your lifetime?

6 to 9 occasions3 to 5 occasions

1 or 2 occasions0 occasions

10 to 19 occasions20 to 39 occasions40 or more occasions

On how many occasions (ifany) have you:

Had alcoholic beverages (beer, wine orhard liquor) to drink–more than just afew sips–during the past 30 days?

Sniffed glue, breathed the contents ofan aerosol spray can, or inhaled othergases or sprays in order to get highduring the past 30 days?

Sniffed glue, breathed the contents ofan aerosol spray can, or inhaled othergases or sprays in order to get high inyour lifetime?

Used cocaine during the past 30 days?

Used cocaine in your lifetime?

Used marijuana (weed, pot) or hashish(hash, hash oil) during the past 30days?

Used marijuana (weed, pot) or hashish(hash, hash oil) in your lifetime?

Used derbisol during the past 30 days?

Used derbisol in your lifetime?

Used heroin during the past 30 days?

Used heroin in your lifetime?

• 5 •

6 to 9 occasions3 to 5 occasions

1 or 2 occasions0 occasions

10 to 19 occasions20 to 39 occasions40 or more occasions

How many times in the pastyear (12 months) have you:

6 to 9 times3 to 5 times

1 or 2 timesNever

10 to 19 times20 to 29 times

30 to 39 times40+ times

Been suspended fromschool?

Carried a handgun?

Sold illegal drugs?

Stolen or tried to steal amotor vehicle such as acar or motorcycle?

Been arrested?

Attacked someone withthe idea of seriouslyhurting them?

Been drunk or high atschool?

Taken a handgun toschool?

No

Have you ever belonged to a gang?

Yes

No

If you have ever belonged to a gang, did thatgang have a name?

YesI have never belonged to a gang.

Think back over the last two weeks. How manytimes have you had five or more alcoholicdrinks in a row?

NoneOnceTwice3-5 times6-9 times10 or more times

On how many occasions (ifany) have you:

Used methamphetamine (meth, crystal meth, crank) during thepast 30 days?

Used methamphetamine (meth, crystal meth, crank) in your lifetime?

Used Ecstasy during the past 30 days?

Used Ecstasy in your lifetime?

Used LSD (acid) or other psychedelics(peyote, PCP) during the past 30 days?

Used LSD (acid) or other psychedelics(peyote, PCP) in your lifetime?

Used prescription pain relievers, such asVicodin®, OxyContin® or Tylox®, without adoctor’s orders, during the past 30 days?

Used prescription pain relievers, such asVicodin®, OxyContin® or Tylox®, withouta doctor’s orders, in your lifetime?

Used prescription stimulants, such asRitalin® or Adderall®, without a doctor’sorders, during the past 30 days?

Used prescription stimulants, such asRitalin® or Adderall®, without a doctor’sorders, in your lifetime?

Used prescription tranquilizers, such asXanax®, Valium® or Ambien®, without adoctor’s orders, during the past 30 days?

Used prescription tranquilizers, such asXanax®, Valium® or Ambien®, withouta doctor’s orders, in your lifetime?

• 6 •

NeverRarely

How often do you attend religious services oractivities?

1-2 times a monthAbout once a week or more

Very falseSomewhat false

I like to see how much I can get away with.

Somewhat trueVery true

YES!yes

noNO!

Sometimes I think that life is notworth it.

At times I think I am no good at all.

All in all, I am inclined to think thatI am a failure.

In the past year have you feltdepressed or sad MOST days, even ifyou feel OK sometimes?

It is all right to beat up people if theystart the fight.

I think it is okay to take somethingwithout asking if you can get awaywith it.

It is important to be honest with yourparents, even if they become upset oryou get punished.

I think sometimes it’s okay to cheat atschool.

1211

10 or youngerNever have

1314

1516

17 or older

Had more than a sip or two of beer, wine orhard liquor (forexample, vodka, whiskey, or gin)?

Began drinking alcoholic beverages regularly, that is, at least once or twice a month?

Got suspended fromschool?

Got arrested?

Carried a handgun?

Attacked someone with the idea of seriously hurting them?

Belonged to a gang?

How old were you whenyou first:

Smoked marijuana?

Smoked a cigarette,even just a puff?

• 7 •

Ignore her.Grab a CD and leave the store.Tell her to put the CD back.Act like it’s a joke, and ask her to put the CD back.

You’re looking at CDs in a music store with afriend. You look up and see her slip a CD underher coat. She smiles and says, “Which one do youwant? Go ahead, take it while nobody’s around.”There is nobody in sight, no employees and noother customers. What would you do now?

Leave the house anyway.Explain what you are going to do with your friends, tell herwhen you’d get home, and ask if you can go out.Not say anything and start watching TV.Get into an argument with her.

It’s 8:00 on a weeknight and you are about to goover to a friend’s home when your mother asksyou where you are going. You say, “Oh, justgoing to go hang out with some friends.” Shesays, “No, you’ll just get into trouble if you goout. Stay home tonight.” What would you donow?

Push the person back.Say “Excuse me” and keep on walking.Say “Watch where you’re going” and keep on walking.Swear at the person and walk away.

You are visiting another part of town, and youdon’t know any of the people your age there.You are walking down the street, and someteenager you don’t know is walking toward you.He is about your size, and as he is about to passyou, he deliberately bumps into you and youalmost lose your balance. What would you say ordo?

Drink it.Tell your friend “No thanks, I don’t drink” and suggest thatyou and your friend go and do something else.Just say “No, thanks” and walk away.Make up a good excuse, tell your friend you hadsomething else to do, and leave.

You are at a party at someone’s house, and oneof your friends offers you a drink containingalcohol. What would you say or do?

Sometimes we don’t know what we willdo as adults, but we may have an idea.Please tell me how true thesestatements may be for you.

I will smoke cigarettes.

I will drink beer, wine, or liquor.

I will smoke marijuana.

YES!yes

noNO!


I ignore rules that get in my way.



I do the opposite of what people tell me, just toget them mad.


How many times have you donethe following things?

About once a monthLess than once a month

I’ve done it, but not in the past yearNever

2 or 3 times a monthOnce a week or more

Done what feels good nomatter what.

Done something dangerous because someone dared you todo it.

Done crazy things even if theyare a little dangerous.

When I am an adult:

These questions ask about how youwould act in certain situations. They alsoask your opinion about certain things.

• 8 •

If a kid smoked marijuana in yourneighborhood, would he or she becaught by the police?

If a kid drank some beer, wine orhard liquor (for example, vodka,whiskey, or gin) in your neighbor-hood, would he or she be caught bythe police?

If a kid carried a handgun in yourneighborhood, would he or she becaught by the police?

YES!yes

noNO!

If you wanted to get some beer, wineor hard liquor (for example, vodka,whiskey, or gin), how easy would it befor you to get some?

If you wanted to get some cigarettes,how easy would it be for you to getsome?

If you wanted to get a drug likecocaine, LSD, or amphetamines, howeasy would it be for you to get some?

If you wanted to get some marijuana,how easy would it be for you to getsome?

These questions ask about the neighbor-hood and community where you live.

Very easySort of easy

Sort of hardVery hard

If you wanted to get a handgun, howeasy would it be for you to get one?

How wrong do you think it is forsomeone your age to:

Not wrong at allA little bit wrong

WrongVery wrong

Take a handgun to school?

Steal anything worth more than $5?

Pick a fight with someone?

Attack someone with the idea ofseriously hurting them?

Stay away from school all day whentheir parents think they are atschool?

Drink beer, wine or hard liquor (forexample, vodka, whiskey or gin)regularly?

Smoke cigarettes?

Smoke marijuana?

Use LSD, cocaine, amphetamines oranother illegal drug?

Great riskModerate riskSlight riskNo risk

How much do you think people riskharming themselves (physically or inother ways) if they:

Smoke one or more packs ofcigarettes per day?

Try marijuana once or twice?

Smoke marijuana regularly?

Take one or two drinks of analcoholic beverage (beer, wine,liquor) nearly every day?

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• 9 •

YES!yes

noNO!

If I had to move, I would miss theneighborhood I now live in.

My neighbors notice when I am doinga good job and let me know.

I like my neighborhood.

There are lots of adults in myneighborhood I could talk to aboutsomething important.

There are people in my neighborhoodwho are proud of me when I dosomething well.

NoYes

Which of the following activities forpeople your age are available in yourcommunity?

Sports teamsScoutingBoys and girls clubs4-H clubsService clubs

I feel safe in my neighborhood.

I’d like to get out of my neighborhood.

There are people in my neighborhoodwho encourage me to do my best.

YES!yes

noNO!

How much do each of the followingstatements describe yourneighborhood:

Crime and/or drug selling

Fights

Lots of empty or abandonedbuildings

Lots of graffiti

How wrong would most adults (over21) in your neighborhood think it wasfor kids your age:


WrongVery wrong

To use marijuana?

To drink alcohol?

To smoke cigarettes?

About how many adults (over 21)have you known personally who inthe past year have:

2 adults1 adult

None

5 or more adults3 or 4 adults

Used marijuana, crack, cocaine,or other drugs?

Sold or dealt drugs?

Done other things that could getthem in trouble with the police,like stealing, selling stolen goods,mugging or assaulting others,etc.?

Gotten drunk or high?

• 10 •

Never1 or 2 times3 or 4 times

How many times have you changed homes sincekindergarten?

5 or 6 times7 or more times

The next few questions ask about yourfamily.


WrongVery wrong

How wrong do your parents feel itwould be for you to:

Drink beer, wine or hard liquor (forexample, vodka, whiskey or gin)regularly?

Smoke cigarettes?

Smoke marijuana?

Steal anything worth more than $5?

Draw graffiti, or write things ordraw pictures on buildings or otherproperty (without the owner’spermission)?

Pick a fight with someone?

Have any of your brothers or sistersever:

I don’t have any brothers or sistersYes

No

Drunk beer, wine or hard liquor (forexample, vodka, whiskey or gin)?

Smoked marijuana?

Smoked cigarettes?

Taken a handgun to school?

Been suspended or expelled fromschool?

YES!yes

noNO!

The rules in my family are clear.

People in my family often insult oryell at each other.

When I am not at home, one of myparents knows where I am and who Iam with.

We argue about the same things in myfamily over and over.

If you drank some beer or wine orliquor (for example, vodka, whiskey,or gin) without your parents’permission, would you be caught byyour parents?

My family has clear rules aboutalcohol and drug use.

If you carried a handgun withoutyour parents’ permission, would yoube caught by your parents?

If you skipped school, would you becaught by your parents?

Have you changed homes in the past year?

NoYes

Never1 or 2 times3 or 4 times

How many times have you changed schools(including changing from elementary to middleand middle to high school) since kindergarten?

5 or 6 times7 or more times

Have you changed schools (including changingfrom elementary to middle and middle to highschool) in the past year?

NoYes

.

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Has anyone in your family ever had a severealcohol or drug problem?

NoYes

• 11 •


Think about your four best friends(the friends you feel closest to). Inthe past year (12 months), howmany of your best friends have:

These questions ask for moreinformation about your friends.

3 of my friends2 of my friends

1 of my friendsNone of my friends

4 of my friends

Participated in clubs,organizations or activitiesat school?

If I had a personal problem, I couldask my mom or dad for help.

Do you feel very close to your father?

My parents give me lots of chances todo fun things with them.

My parents ask if I’ve gotten myhomework done.

People in my family have seriousarguments.

Would your parents know if you didnot come home on time?

My parents notice when I am doinga good job and let me know about it.

How often do your parents tell youthey’re proud of you for somethingyou’ve done?

All the timeOften

SometimesNever or almost never

Do you feel very close to your mother?

Do you share your thoughts andfeelings with your mother?

My parents ask me what I thinkbefore most family decisions affectingme are made.

Do you share your thoughts andfeelings with your father?

Do you enjoy spending time with yourmother?

Do you enjoy spending time with yourfather?

YES!yes

noNO!

YES!yes

noNO!

Made a commitment to staydrug-free?

Liked school?

Regularly attended religiousservices?

Tried to do well in school?

• 12 •500200D – 9/2004 .

Mark Reflex® forms by NCS Pearson EM-219954-6:654321 HC08 Printed in U.S.A.

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You may be asked to answer some additionalquestions. If so, those questions will be handed to youon a sheet of paper or written where everyone takingthe survey can see them. In the spaces that follow,record your answer to each additional question.

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Risk and Protective Factor Scale Construction Summary


Table of Contents

Introduction...................................................................................................................................... 1

Community Domain Scales............................................................................................................ 2 Low Neighborhood Attachment....................................................................................................................................2 Community Disorganization............................................................................................................................................2 Transitions and Mobility ....................................................................................................................................................2 Laws and Norms Favorable to Drug Use.......................................................................................................................3 Laws and Norms Favorable to Firearms ........................................................................................................................3 Perceived Availability of Drugs.......................................................................................................................................3 Perceived Availability of Firearms ..................................................................................................................................3 Community Rewards for Prosocial Involvement..........................................................................................................4 Community Opportunities for Prosocial Involvement .................................................................................................4

Family Domain Scales..................................................................................................................... 5 Poor Family Management...............................................................................................................................................5 Family Conflict...................................................................................................................................................................5 Parental Attitudes Favorable toward Antisocial Behavior .........................................................................................5 Parental Attitudes Favorable toward ATOD Use .........................................................................................................6 Family History of Antisocial Behavior..............................................................................................................................6 Family Attachment...........................................................................................................................................................7 Family Opportunities for Prosocial Involvement...........................................................................................................7 Family Rewards for Prosocial Involvement ...................................................................................................................7

School Domain Scales .................................................................................................................... 8 Poor Academic Performance ........................................................................................................................................8 Low School Commitment ................................................................................................................................................8 School Opportunities for Prosocial Involvement..........................................................................................................9 School Rewards for Prosocial Involvement...................................................................................................................9

Peer and Individual Domain Scales ............................................................................................ 10 Low Perceived Risks of Drug Use ..................................................................................................................................10 Early Initiation of Drug Use .............................................................................................................................................10 Sensation Seeking...........................................................................................................................................................10 Rebelliousness..................................................................................................................................................................11 Friends’ Delinquent Behavior ........................................................................................................................................11 Friends’ Use of Drugs ......................................................................................................................................................12 Peer Rewards for Antisocial Behavior..........................................................................................................................12 Favorable Attitudes toward Antisocial Behavior .......................................................................................................13 Favorable Attitudes toward ATOD Use .......................................................................................................................13 Religiosity..........................................................................................................................................................................14 Social Skills ........................................................................................................................................................................14 Belief in the Moral Order................................................................................................................................................14 Interaction with Prosocial Peers....................................................................................................................................15

Risk and Protective Factor Scale Construction Summary - 1 -

Introduction

Based on the work of Dr. J. David Hawkins and Dr. Richard F. Catalano, the Communities That Care® Youth Survey is designed to identify the levels of risk factors related to problem behaviors such as alcohol, tobacco and other drug use—and to identify the levels of protective factors that help guard against those behaviors.

Protective factors, also known as “assets,” are conditions that buffer children and youth from exposure to risk by either reducing the impact of the risks or changing the way that young people respond to risks. Protective factors identified through research include strong bonding to family, school, community and peers. These groups support the development of healthy behaviors for children by setting and communicating healthy beliefs and clear standards for children’s behavior. Young people are more likely to follow the standards for behavior set by these groups if the bonds are strong. Strong bonds are encouraged by providing young people with opportunities to make meaningful contributions, by teaching them the skills they need to be successful in these new opportunities, and by recognizing their contributions.

Risk factors are conditions that increase the likelihood of a young person becoming involved in drug use, delinquency, school dropout and/or violence. For example, children living in families with poor parental monitoring are more likely to become involved in these problems.

The Communities That Care® Youth Survey provides the most comprehensive measurement of risk and protective factors currently available for 6th to 12th graders. Risk and protective factors are measured by sets of survey items called scales. Because they are very broad, some risk factors are measured by multiple scales. For example, “Favorable Parental Attitudes and Involvement in the Problem Behavior” is a single risk factor, but it is measured by two risk factor scales: Parental Attitudes Favorable toward ATOD Use and Parental Attitudes Favorable toward Antisocial Behavior. In total, 16 risk factors are measured by 23 risk factor scales, while each of the ten protective factors is measured by a single protective factor scale.

This document provides a breakdown of the specific survey items that are used to calculate each of these risk and protective factors. The scale construction information is organized by domain (Community, Family, School and Peer and Individual).


Community Domain Scales RISK FACTORS

Low Neighborhood Attachment CR3

Q109 I’d like to get out of my neighborhood.

Q102 I like my neighborhood.

Q100 If I had to move, I would miss the neighborhood I now live in.

Community Disorganization CR4

Q103a How much do each of the following statements describe your neighborhood: crime and/or drug selling.

Q103b How much do each of the following statements describe your neighborhood: fights.

Q103c How much do each of the following statements describe your neighborhood: lots of empty or abandoned buildings.

Q103d How much do each of the following statements describe your neighborhood: lots of graffiti.

Q107 I feel safe in my neighborhood.

Transitions and Mobility CR5

Q110 Have you changed homes in the past year?

Q104 How many times have you changed homes since kindergarten?

Q106 Have you changed schools (including changing from elementary to middle and middle to high school) in the past year?

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Q108 How many times have you changed schools since kindergarten?


RISK FACTORS, CONTINUED

Laws and Norms Favorable to Drug Use CR9

Q33a How wrong would most adults (over 21) in your neighborhood think it was for kids your age: to use marijuana.

Q33b How wrong would most adults (over 21) in your neighborhood think it was for kids your age: to drink alcohol.

Q33c How wrong would most adults (over 21) in your neighborhood think it was for kids your age: to smoke cigarettes.

Q29 If a kid drank some beer, wine or hard liquor (for example, vodka, whiskey, or gin) in your neighborhood, would he or she be caught by the police?

Q27 If a kid smoked marijuana in your neighborhood, would he or she be caught by the police?

Laws and Norms Favorable to Firearms CR10

Q31 If a kid carried a handgun in your neighborhood, would he or she be caught by the police?

Perceived Availability of Drugs CR11

Q25 If you wanted to get some beer, wine or hard liquor (for example, vodka, whiskey, or gin), how easy would it be for you to get some?

Q26 If you wanted to get some cigarettes, how easy would it be for you to get some?

Q32 If you wanted to get some marijuana, how easy would it be for you to get some?

Q28 If you wanted to get a drug like cocaine, LSD, or amphetamines, how easy would it be for you to get some?

Perceived Availability of Firearms CR12

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Q30 If you wanted to get a handgun, how easy would it be for you to get one?


PROTECTIVE FACTORS

Community Rewards for Prosocial Involvement CP2

Q101 My neighbors notice when I am doing a good job and let me know.

Q111 There are people in my neighborhood who encourage me to do my best.

Q105 There are people in my neighborhood who are proud of me when I do something well.

Community Opportunities for Prosocial Involvement CP1

Q2912 Which of the following activities for people your age are available in your community: sports teams

Q2913 Which of the following activities for people your age are available in your community: scouting

Q2914 Which of the following activities for people your age are available in your community: boys and girls clubs

Q2915 Which of the following activities for people your age are available in your community: 4-H clubs

Q2916 Which of the following activities for people your age are available in your community: service clubs

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Q555 There are lots of adults in my neighborhood I could talk to about something important.


Family Domain Scales RISK FACTORS

Poor Family Management FR10

Q78 My parents ask if I’ve gotten my homework done.

Q80 Would your parents know if you did not come home on time?

Q79 When I am not at home, one of my parents knows where I am and whom I am with.

Q76 The rules in my family are clear.

Q83 My family has clear rules about alcohol and drug use.

Q82 If you drank some beer or wine or liquor (for example, vodka, whiskey, or gin) without your parents’ permission, would you be caught by your parents?

Q85 If you skipped school, would you be caught by your parents?

Q84 If you carried a handgun without your parents’ permission, would you be caught by your parents?

Family Conflict FR6

Q2909 People in my family often insult or yell at each other.

Q2911 People in my family have serious arguments.

Q2910 We argue about the same things in my family over and over.

Parental Attitudes Favorable toward Antisocial Behavior FR9

Q74d How wrong do your parents feel it would be for you to: steal anything worth more than $5?

Q74e How wrong do your parents feel it would be for you to: draw graffiti, or write things or draw pictures on buildings or other property (without the owner’s permission)?

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Q74f How wrong do your parents feel it would be for you to: pick a fight with someone?



Parental Attitudes Favorable toward ATOD Use FR8

Q74a How wrong do your parents feel it would be for you to: drink beer, wine or hard liquor (for example, vodka, whiskey or gin) regularly?

Q74b How wrong do your parents feel it would be for you to: smoke cigarettes?

Q74c How wrong do your parents feel it would be for you to: smoke marijuana?

Family History of Antisocial Behavior FR7

Q77 Has anyone in your family ever had a severe alcohol or drug problem?

Q75a Have any of your brothers or sisters ever: drunk beer, wine or hard liquor (for example, vodka, whiskey or gin)?

Q75b Have any of your brothers or sisters ever: smoked marijuana?

Q75c Have any of your brothers or sisters ever: smoked cigarettes?

Q75d Have any of your brothers or sisters ever: taken a handgun to school?

Q75e Have any of your brothers or sisters ever: been suspended or expelled from school?

Q34a About how many adults (over 21) have you known personally who in the past year have: used marijuana, crack, cocaine, or other drugs?

Q34b About how many adults (over 21) have you known personally who in the past year have: sold or dealt drugs?

Q34c About how many adults (over 21) have you known personally who in the past year have: done other things that could get them in trouble with the police, like stealing, selling stolen goods, mugging or assaulting others, etc?

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Q34d About how many adults (over 21) have you known personally who in the past year have: gotten drunk or high?


PROTECTIVE FACTORS

Family Attachment FP1

Q87 Do you feel very close to your mother?

Q88 Do you share your thoughts and feelings with your mother?

Q97 Do you feel very close to your father?

Q92 Do you share your thoughts and feelings with your father?

Family Opportunities for Prosocial Involvement FP2

Q99 My parents give me lots of chances to do fun things with them.

Q89 My parents ask me what I think before most family decisions affecting me are made.

Q96 If I had a personal problem, I could ask my mom or dad for help.

Family Rewards for Prosocial Involvement FP3

Q86 My parents notice when I am doing a good job and let me know about it.

Q91 How often do your parents tell you they’re proud of you for something you’ve done?

Q93 Do you enjoy spending time with your mother?

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Q94 Do you enjoy spending time with your father?


School Domain Scales RISK FACTORS

Poor Academic Performance SR3

Q13 Putting them all together, what were your grades like last year?

Q23 Are your school grades better than the grades of most students in your class?

Low School Commitment SR4

Q3681 How often do you feel that the schoolwork you are assigned is meaningful and important?

Q3682 How interesting are most of your courses to you?

Q3683 How important do you think the things you are learning in school are going to be for your later life?

Q3684 Now, thinking back over the past year in school, how often did you: Enjoy being in school?

Q3685 Now, thinking back over the past year in school, how often did you: Hate being in school?

Q3686 Now, thinking back over the past year in school, how often did you: Try to do your best work in school?

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Q738 During the LAST FOUR WEEKS, how many whole days have you missed because you skipped or “cut”?


PROTECTIVE FACTORS

School Opportunities for Prosocial Involvement SP1

Q14 In my school, students have lots of chances to help decide things like class activities and rules.

Q17 There are lots of chances for students in my school to talk with a teacher one-on-one.

Q2891 Teachers ask me to work on special classroom projects.

Q2057 There are lots of chances for students in my school to get involved in sports, clubs, and other school activities outside of class.

Q3668 I have lots of chances to be part of class discussions or activities.

School Rewards for Prosocial Involvement SP2

Q15 My teacher(s) notices when I am doing a good job and lets me know about it.

Q21 The school lets my parents know when I have done something well.

Q18 I feel safe at my school.

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Q731 My teachers praise me when I work hard in school.


Peer and Individual Domain Scales RISK FACTORS

Low Perceived Risks of Drug Use IP10

Q3687 How much do you think people risk harming themselves (physically or in other ways) if they: smoke one or more packs of cigarettes per day?

Q3679 How much do you think people risk harming themselves (physically or in other ways) if they: try marijuana once or twice?

Q3688 How much do you think people risk harming themselves (physically or in other ways) if they: smoke marijuana regularly?

Q3680 How much do you think people risk harming themselves (physically or in other ways) if they: take one or two drinks of an alcoholic beverage (beer, wine, liquor) nearly every day?

Early Initiation of Drug Use IP15

Q60a How old were you when you first: smoked marijuana?

Q60b How old were you when you first: smoked a cigarette, even just a puff?

Q60c How old were you when you first: had more than a sip or two of beer, wine or hard liquor (for example, vodka, whiskey, or gin)?

Q60d How old were you when you first: began drinking alcoholic beverages regularly, that is, at least once or twice a month?

Sensation Seeking IP13

Q57a How many times have you done the following things? Done what feels good no matter what.

Q57b How many times have you done the following things? Done something dangerous because someone dared you to do it.

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Q57c How many times have you done the following things? Done crazy things even if they are a little dangerous.



Rebelliousness IP4

Q55 I do the opposite of what people tell me, just to get them mad.

Q62 I ignore rules that get in my way.

Q73 I like to see how much I can get away with.

Friends’ Delinquent Behavior IP5

Q65a Think of your four best friends (the friends you feel closest to). In the past year (12 months), how many of your best friends have been suspended from school?

Q65b Think of your four best friends (the friends you feel closest to). In the past year (12 months), how many of your best friends have carried a handgun?

Q65c Think of your four best friends (the friends you feel closest to). In the past year (12 months), how many of your best friends have sold illegal drugs?

Q65d Think of your four best friends (the friends you feel closest to). In the past year (12 months), how many of your best friends have stolen or tried to steal a motor vehicle such as a car or motorcycle?

Q65e Think of your four best friends (the friends you feel closest to). In the past year (12 months), how many of your best friends have been arrested?

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Q65f Think of your four best friends (the friends you feel closest to). In the past year (12 months), how many of your best friends have dropped out of school?



Friends’ Use of Drugs IP6

Q58a Think of your four best friends (the friends you feel closest to). In the past year (12 months), how many of your best friends have smoked cigarettes?

Q58b Think of your four best friends (the friends you feel closest to). In the past year (12 months), how many of your best friends have tried beer, wine or hard liquor (for example, vodka, whiskey or gin) when their parents didn’t know about it?

Q58c Think of your four best friends (the friends you feel closest to). In the past year (12 months), how many of your best friends have used marijuana?

Q58d Think of your four best friends (the friends you feel closest to). In the past year (12 months), how many of your best friends have used LSD, cocaine, amphetamines, or other illegal drugs?

Peer Rewards for Antisocial Behavior IP7

Q59a What are the chances you would be seen as cool if you smoked cigarettes?

Q59b What are the chances you would be seen as cool if you began drinking alcoholic beverages regularly, that is, at least once or twice a month?

Q59c What are the chances you would be seen as cool if you smoked marijuana?

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Q59d What are the chances you would be seen as cool if you carried a handgun?



Favorable Attitudes toward Antisocial Behavior IP8

Q61a How wrong do you think it is for someone your age to take a handgun to school?

Q61b How wrong do you think it is for someone your age to steal anything worth more than $5?

Q61c How wrong do you think it is for someone your age to pick a fight with someone?

Q61d How wrong do you think it is for someone your age to attack someone with the idea of seriously hurting him or her?

Q61e How wrong do you think it is for someone your age to stay away from school all day when their parents think they are at school?

Favorable Attitudes toward ATOD Use IP9

Q67a How wrong do you think it is for someone your age to drink beer, wine or hard liquor (for example, vodka, whiskey or gin) regularly?

Q67b How wrong do you think it is for someone your age to smoke cigarettes?

Q67c How wrong do you think it is for someone your age to smoke marijuana?

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Q67d How wrong do you think it is for someone your age to use LSD, cocaine, amphetamines or another illegal drug?


PROTECTIVE FACTORS

Religiosity IP1

Q54 How often do you attend religious services or activities?

Social Skills IP2

Q68 You’re looking at CDs in a music store with a friend. You look up and see her slip a CD under her coat. She smiles and says, “Which one do you want? Go ahead, take it while nobody’s around.” There is nobody in sight, no employees and no other customers. What would you do now?

Q69 It’s 8:00 on a weeknight and you are about to go over to a friend’s home when your mother asks you where you are going. You say, “Oh, just going to go hang out with some friends.” She says, “No, you’ll just get into trouble if you go out. Stay home tonight.” What would you do now?

Q70 You are visiting another part of town, and you don’t know any of the people your age there. You are walking down the street, and some teenager you don’t know is walking toward you. He is about your size, and as he is about to pass you, he deliberately bumps into you and you almost lose your balance. What would you say or do?

Q71 You are at a party at someone’s house, and one of your friends offers you a drink containing alcohol. What would you say or do?

Belief in the Moral Order IP3

Q56 I think it is okay to take something without asking, if you can get away with it.

Q72 I think sometimes it’s okay to cheat at school.

Q63 It is all right to beat up people if they start the fight.

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Q64 It is important to be honest with your parents, even if they become upset or you get punished.


PROTECTIVE FACTORS, CONTINUED

Interaction with Prosocial Peers N/A

Q4000 Think of your four best friends (the friends you feel closest to). In the past year (12 months), how many of your best friends have participated in clubs, organizations or activities at school?

Q4001 Think of your four best friends (the friends you feel closest to). In the past year (12 months), how many of your best friends have made a commitment to stay drug-free?

Q4002 Think of your four best friends (the friends you feel closest to). In the past year (12 months), how many of your best friends have liked school?

Q4003 Think of your four best friends (the friends you feel closest to). In the past year (12 months), how many of your best friends have regularly attended religious services? PE

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Q4004 Think of your four best friends (the friends you feel closest to). In the past year (12 months), how many of your best friends have tried to do well in school?

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