The Secretary’s Conference For Youth On Drinking And Driving Washington, DC. March 26-28, 1983 U. 8. DEPARTMENT OF HEALTH AND HUMAN SERVICES Public Health Service Alcohol. Drug Abuse, and Mental Health Administration National Institute on Alcohol Abuse and Alcoholism 5600 Fishers Lane Rockville, Maryland 20857 For sale by the Superintendent of Docnnn-nts. US. Government Printing Office, Washington, DC. 20402 This conference report was developed by Birch & Davis Associates, Inc., under contract number ADM 281—83—0001 from the National Institute on Alcohol Abuse and Alcoholism (NIAAA). Opinions expressed herein are the views of the participants and do not necessarily reflect the official position of the National Institute on Alcohol Abuse and Alcoholism or any other part of the U.S. Department of Health and Human Services. All material appearing in this publication is in the public domain and may be reproduced or copied without permission from the Institute. Citation of the source is appreciated. DHHS Publication No. (ADM) 83-1302 Printed 1983 /—/ Vin; 1») . ir .7 I] j I .." . a? t/ (I In the fall of 1982, the U.S. Department of Health and Human Services launched an Initiative on Teenage Alcohol Abuse. This document describes one component of the Initiative: The Secretary's Conference for Youth on Drinking and Driving. In conjunction with the U.S. Departments of Education and Transportation, as well as with private sector support, delegations composed of five high school students and one superintendent came to the Conference from the 50 States, the District of Columbia, Puerto Rico, the Defense Department's school system, and an Amerian Indian school system. They came to learn about successful programs to curb teenage drinking and driving and to begin to develop skills within the team to initiate or expand antidrinking and driving programs in their communities and schools. Immediately upon return to their homes, armed with new information, ideas, skills and resources, delegations began to plan and develop a wide variety of programs to curb teenage drinking and driving. The enthusiasm, motivation, and commitment evident across the Nation has resulted in new or expanded projects and programs in many States. New Students Against Driving Drunk (SADD) chapters have begun, elementary and junior high alcohol awareness programs have been designed, community alcohol education and awareness campaigns have been mounted, and many youth groups have emerged across the country generating positive peer pressure against drinking and driving. The strong support of adult community leaders with their knowledge of alcohol issues, organizational change, and community development has added additional insurance for continued success in the drive to reduce teenage drinking and driving problems. In order to assist others who were unable to attend the Conference--be they youth; concerned adults; professionals in the health, safety and social fields; community leaders or.governmental officials—-these proceedings have been designed to provide information which will: (1) help interested individuals and organizations plan and manage a similar conference; (2) provide descriptions and contact persons of the model programs featured at the conference; (3) describe techniques which can be applied or modified to ensure program development; and (4) identify core teams within each State which are committed to reducing the death and injury caused by the combination of drinking and driving by teenagers. We are optimistic that with an increased awareness of the extent of teenage death and injury caused by drinking and driving, and with the combined commitment by all sectors of society to reducing these problems, we may some day curb the unnecessary destruction of America's promise for tomorrow. FOREWORD William Mayer, M.D. Administrator Alcohol, Drug Abuse, and Mental Health Administration iii Chapter TABLE OF CONTENTS Page BACKGROUND, CONTEXT, AND PURPOSE OF THE SECRETARY'S CONFERENCE FOR YOUTH ON DRINKING AND DRIVING 1 1. The Need For Federal Leadership In The Fight Against Teenage Alcohol Abuse 1 2. Major Components Of The Secretary's Initiative On Teenage Alcohol Abuse 3 PLANNING THE SECRETARY'S CONFERENCE FOR YOUTH ON DRINKING AND DRIVING 5 1. Identifying Conference Themes Or Guiding Principles 5 2. Developing A Mechanism And Criteria For Forming State Delegations To The Youth Conference 7 3. Determining The Content And Structure Of The Conference 10 4. Selecting Model Programs To Be Featured At The Conference 12 PREPARING FOR THE CONFERENCE 13 1. Preparing Student Presenters For Conference Work 13 2. Preparing Selected Student Participants For The Conference 17 3. Preparing A Separate Skills Session For Superintendents 19 4. Preparing For Other Segments Of The Conference 20 5. Preparing Conference Materials 21 Chapter IV. II. III. TABLE OF CONTENTS (Continued) THE EIGHT MODEL PROGRAMS FEATURED AT THE CONFERENCE: PROFILE, PARTICIPANT RFSPONSE, AND SUMMARY COMPARISON 1. Profiles Of The Model Programs With Selected Reactions To Each 2. A Summary Comparison Of Selected Features Of The Eight Model Programs SKILLS AND STATE ACTION PLANNING SESSIONS 1. Skills Sessions 2. State Action Planning And Reporting Sessions THE IMPACT OF THE SECRETARY'S CONFERENCE 1. The Activities And Plans Of State Delegations To The Secretary's Conference 2. Post—Conference Experiences Of Model Presenters LESONS CONFIRMED AND LESONS LEARNED: OR GUIDELINES FOR A SUCCESSFUL YOUTH CONFERENCE APPENDICES Participants In Formal Planning Meetings For The Secretary's Conference For Youth On Drinking And Driving State Delegations To The Secretary's Conference For Youth On Drinking And Driving Model Programs Featured At The Secretary's Conference For Youth On Drinking And Driving Vi Page 23 23 32 35 35 38 39 39 55 59 Appendix 1v. .< VII. VIII. TABLE OF CONTENTS (Continued) Task Plan For Conference Planning, Preparation, Conduct, And Follow-Up Participant Logistics And Orientation Letter Conference Agenda Detailed Profiles Of Model Programs Featured At The Secretary's Conference For Youth On Drinking And Driving Action Planning Materials Provided Conference Participants vii CHAPTER ONE BACKGROUND, CONTEXT, AND PURPOSE OF THE SECRETARY'S CONFERENCE FOR YOUTH ON DRINKING AND DRIVING The Secretary's Conference for Youth on Drinking and Driving was held March 26- 28,1983, at the National 4-H Center in Chevy Chase, Maryland, just outside Washington, D.C. Co—sponsored by the Departments of Education, Transportation, and Agriculture, the conference was conceived as the centerpiece of a broader Department of Health and Human Services Initiative on Teenage Alcohol Abuse. Delegations composed of five high school students and one school superintendent came to the conference from all 50 States, the District of Columbia, Puerto Rico, the Defense Department's school system, and an American Indian school system. At the conference, participants young and old engaged in a joint, goal-oriented learning process: they shared experiences and heard about eight teen-run pro- grams for reducing alcohol-related problems among youth, particularly the critical problem of drinking and driving; they discussed the resources and practiced the skills that would be required to introduce program ideas to their own communities; then they developed preliminary plans for doing so. More information on the background and context of the Secretary's Conference for Youth is presented below to help the reader appreciate the uniqueness of this event and the likelihood of its having deep, long-lasting effects on the participants and so on their families, schools, communities, and States. 1. THE NEED FOR FEDERAL LEADERSHIP IN THE FIGHT AGAINST TEENAGE ALCOHOL ABUSE A convergence of very persuasive factors prompted the launching of the Secre- tary's Initiative on Teenage Alcohol Abuse. 0 First, was the extent of the problem—the thousands of daily distur- bances and all too frequent catastrophes associated with alcohol use by the young. For instance, approximately 75 percent of senior high students use alcohol and some 15 percent (1.6 million) consume at least five or more drinks a week; nearly 20 percent of 14 to 17 year olds (3.3 million) experience serious alcohol-related problems at school, with family and friends, on dates, or with the law.* This widespread use of alcohol becomes a lethal problem as teens get older and start conveying themselves to and from social events or engaging in "recreational driving." Teen drinking, in fact, is more * National Institute on Alcohol Abuse and Alcoholism: "Questions and Answers: Teenage Alcohol Use and Abuse." In: Prevention Plus: Involving Schools, Parents, and the Community in Alcohol and Drug Education. DHHS Publication No. (ADM) 83-1256, 1983. likely than not to involve driving. For instance, 53 percent of high school seniors report drinking most often at parties, and some 24 percent of the males in this group report drinking most times or every time in a car.* The results of this common double exposure to drinking and driving are reflected in alarming statistics on alcohol— related deaths among people age 16 to 19: approximately 3,588 in this age group are killed in alcohol—related accidents each year, making such accidents the leading cause of death among them." Given this heavy toll, it is shocking but not surprising that the annual death rate for young people was higher in the late 19705 and early 1980s than in the 1950s, despite all intervening medical advances and despite the establishment of a nationwide network of sophisticated emergency medical services. 0 Second, was the uneven distribution, paucity, or inadequacy of existilg techniques and resources for addressing the problem of alcohol me by the young. For instance, a recent, informal NIAAA survey found alcohol awareness education seriously lacking in many parts of the country.*** Although alcohol education units are mandated by most States, the subject tends to be given cursory attention, local school systems complaining that the curriculum is already overcrowded with extraneous units, that it is too controver- sial, that there is no one available to teach it and no money available for training, and that materials are outdated or ineffective. 0 Third, was public outrage at the frequency of alcohol-related trage- dies, particularly the traffic fatalities and injuries suffered dispro- portionately by the young. The multiplication of very active and successful grassroots organizations (MADD, SADD, RID, PRIDE, NFP, etc.) indicated that thousands of people across the country might be willing to devote their time, energy, and/or money to the retesting of old approaches to alcohol problems and the development of new ones. This convergence of factors-—the unconscionable extent of alcohol problems among the young, the limitations of existing solutions for controlling these problems, and the existence of vast but scattered resources for intervention and prevention—suggested that the time would be right for a surge of Federal lead— ership in the fight against teenage alcohol abuse and the devastation it causes. * University of Michigan, Institute for Social Research. High School Senior Survey. Ann Arbor, 1982. ** Department of Transportation, National Highway Traffic Safety Administra- tion, 1979-1981 data tapes from the Fatal Accident Reporting System. *** "Summary of the Results of a Survey to Determine the Nature and Extent of Alcohol Education in State School Systems." An unpublished memorandum from the Administrator of the Alcohol, Drug Abuse and Mental Health Administration to the Secretary of the Department of Health and Human Services. -2- 2. MAJOR COMPONENTS OF THE SECRETARY'S INH‘IATIVE ON TEENAGE ALCOHOL ABUSE In October 1982, then Secretary of Health and Human Services Richard S. Schweiker launched the Department's Initiative On Teenage Alcohol Abuse—"a combined national effort by government and the private sector to halt the needless devastation and human tragedy of alcohol abuse among America‘s young people. . . to give direction and momentum to the national sense of horror over this tragedy. . ." As defined by a special NIAAA Task Group, the Initiative came to involve the fol- lowing major components: The Secretary’s Conference For Youth on Drinkixg and Drivirg, the subject of this report. A series of 10 regional conferences on prevention and early interven— tion where school personnel and PTA members could join alcohol and drug abuse prevention specialists in examining a variety of programs available for educating youth about alcohol and drugs. Held in the Fall of 1982, the conference series allowed over 1,100 people to review tested approaches to classroom education, teacher training, school policy, parent education, community awareness, and school— based early intervention. Through follow-up activities, NIAAA staff are continuing to identify new and improved programs inspired by the conferences. "Prevention Plus," a guidebook issued in April 1983 (DHHS Publication No. ADM 83-1256) explains the basic principles of prevention programming explored during the conference series and describes model programs/approaches, listing sources for program materials. A series of one-day treatment conferences at which State and local alcohol authorities, treatment specialists, health care personnel, parents, school personnel, and law enforcement agents could study: (1) treatment modalities specifically designed for alcohol-abusing teens; (2) reimbursement and other fiscal support for such services; and (3) networking among concerned agencies. Taking a unique approach to conference planning, members of the Initiative Task Group are conducting two local planning meetings prior to each con- ference to provide a forum for local community groups to document their need for teen services, determine the content for their upcoming conference on that basis, then identify respected and replicable programs that could be called upon to illustrate relevant approaches. Participants in the two planning meetings are to become members of a cadre for conference follow-up, who together will strive to promote program implementation and to assure that a continuum of care is available. Research emphasis on the medical and developmental consequences of youthful alcohol consumption, which may generate findings to support a Surgeon General's Advisory to the medical community, parents, and youth. o A collaborative relationship with the World Health (h'ganization (WHO) to reaffirm and reinforce U.S. support for WHO efforts focused on alcohol problems among teenagers. Clearly, the components of the Teenage Initiative were designed to be highly interactive, each one expected to amplify the effects of the others. Thus, participants in the youth conference would have access to participants in the regional prevention and treatment conferences, many of whom would willingly support teen—rm prevention programs. For their part, prevention and treatment specialists might gain assistance with a variety of agency tasks from young people eager to apprentice themselves to adults in the helping professions. CHAPTER TWO PLANNING THE SECRETARY'S CONFERENCE FOR YOUTH ON DRINKING AND DRIVING Like other major components of the Secretary's Initiative on Teenage Alcohol Abuse, the Conference for Youth on Drinking and Driving was designed to tap the capacities and resources of private and nonprofit as well as public agencies. Planning sessions benefited greatly from the participation of people with differing organizational and professional perspectives who share a deep concern about the alcohol-related problems of youth. Youth leaders, young people themselves, experts in highway safety, educators, and specialists in drug and alcohol abuse contributed to the evolution of the conference concept. Three formal and numerous informal meetings were held to discuss the process of conducting a large youth conference, to define conference themes, to determine the agenda, and to identify resources. Appendix I lists the people who participated in the three formal planning meetings. The results of these meetings are described in the following sections. 1. IDENTIFYING CONFERENCE THEME OR GUIDING PRINCIPLES Major themes or guiding principles for the Youth Conference emerged very early in the conceptualizing process. It was quickly agreed that the conference should be an interdepartmental effort for, of, and by youth; it should link teen energy and potential to adult experience and power, engaging all participants in a goal- oriented learning process. Over time, these themes became clearer and more emphatic, eventually influencing all elements of the conference—content, struc- ture, approaches, and follow-up activities. Further explanation of these guiding principles is, therefore, warranted. (1) An Interdepartmental Effort At Federal And State Levels In analyzing the resources that would be required to conduct a national con- ference for youth on drinking and driving, the NIAAA Teenage Initiative Task Group recognized an immediate need to reach beyond the health sector, involving other Federal departments in the planning process and seeking their formal co—sponsorship of the event. Highway safety, a major element of the drinking and driving problem, lies within the Department of Transpor— tation's area of responsibility and expertise; youth education is the province of the Department of Education and also the Department of Agriculture, whose Cooperative Extension Service runs programs for young people in urban as well as rural settings across the country. Accordingly, leadership and staff from these agencies were included in informal brainstorming ses- sions as well as later, more formal planning meetings. They helped to crys- tallize conference themes, to identify items for the agenda, and to structure these items in meaningful form. Since State agency staff have a much firmer grasp of local activities than Federal officials, it was agreed that preparation for the conference and follow-up activities should also involve the States to the greatest degree possible. It was further agreed that Federal agencies should do their utmost to foster linkage among State counterparts, so to assure that the richest blend of available resources would contribute cooperatively to the con- ference effort. (2) For, Of, And By Teem The concept of youth involvement in the conference became more compel- ling with every planning session. It evolved as follows: 0 For Youth—From the outset, the Secretary's Conference was conceived as an event for young people from across the country who would be exposed to information on drinking and driving and to existing programs for combatting this problem. 0 Of Youth—People involved in the planning meetings, especially the professional youth leaders and young people who partici- pated, were quick to point out that teens themselves are run— ning their own prevention projects, Students Against Driving Drunk (SADD) being only one of a growing number of youth- operated and youth-centered deterrence efforts. Thus, it was decided that the program models featured at the Youth Conference should be teen-run. o By Youth—Having determined that the conference would fea- ture teen-run projects, planners soon recognized that it would be fitting for teens themselves to present their own projects. With teens involved in the conference as participants and as peer instructors, the process of dissemination would be direct, without adults interposed as translators; teen instructors would also function as positive role models for participants, who could borrow not only program ideas directly from their peers but also some measure of the poise, skill, and self-confidence these young instructors were expected to display. Further, the combined experience of involved Federal departments supported a teen-instructor approach to the purveying of information and skills. Peer instruction had been incorporated by certain of the youth—centered pilot demonstrations funded by NIAAA and by a number of the Department of Education's prevention projects. Also, the Department of Transportation's experience with highway safety education projects pointed more and more decisively to the superior power of peer instruction in this context. (3) Linking Teen Energy And Potential To Adult Experience And Power Although young people may possess tremendous energy and remarkable capa- city for teaching and leading their peers, they typically do not have ready access to funds or to sources of power within their communities. For this reason, it was decided that teen participants should be accompanied by an influential adult who could promote their efforts in various local forums and link them to caring and effective adult supporters. (4) Ergagirg All Participants In A Goal—Oriented Leaming Process Since the conference was intended to stimulate the development of local projects, planners recognized that to succeed it must be something more than a national forum for disseminating information. Enabling and moti- vating students to act on the information they received were considered essential functions, requiring the careful plotting and implementation of a goal-oriented learning process. Once these guiding principles were adopted, the more practical considerations of conference planning could be addressed with greater precision and confidence. 2. DEVELOPING A MECHANISM AND CRITERIA FOR FORMING STATE DELEGA'I‘IONS TO THE YOUTH CONFERENCE Although conference planners started with the notion that participants would be mainly young people drawn from all States of the Union, the mechanism for forming State delegations and the criteria for selecting specific delegates remained to be decided. (1) Mechanism For Forming State Delegations Since young people spend most of their time in school and since school is their major common ground, planners agreed that State delegations could be formed most efficiently and effectively by public school officials. To set the selection process in motion, Secretary of Education Terrel H. Bell Sent a letter to all Chief State School Officers explaining the purpose of the con- ference, requesting their support, and suggesting the general criteria that should be used to form State delegations. (2) Criteria For Selectirg Conference Participants In developing criteria for selecting conference participants, planners addressed a number of important questions, for instance: should students be drawn from schools known to be on the verge of program development or from schools where little or nothing is being done or thought of to combat alcohol-related problems; should statewide representation be a compelling goal or should students derive instead from a circumscribed area? Underlying the discussion of district and participant selection was the very strong, shared conviction that the conference should produce visible results at the local level and that these local results should have a multiplier effect. Accordingly, although planners recognized that it would be unconscionably time-consuming to rank schools in terms of readiness for project develop- ment, they nevertheless preferred schools and cOmmunities that were demonstrably open to experimentation of this sort. Further, given this strong commitment to local effect, it took very little debate to decide that student participants should be drawn from a single district, not from scattered points across each State. A corps of proximate students, it was thought, would stand a far greater chance of initiating projects than would isolated individuals; together, they would have enough energy to sustain the momentum gained at the conference and confidence enough to withstand negative reactions from schoolmates. Moreover, if they came from the same general area, students could be linked to the same sources of adult power and, together, might exert enough positive pressure to assure that designated adults would continue to support their efforts. Finally, with a firm footing in their local community and with solid accomplishments to display, students in the core group could become a resource for intra-state activities. It would be incumbent upon them to share their know—how with other districts. They could, for example, serve on the planning committee for a State conference on drinking and driving or make presentations before student groups, PTAs, and civic associations in other areas of their State. This reasoning led to the development of two related sets of criteria for forming State delegations, the first for selecting the school district to be represented and the second for selecting participants from this district. 0 District Selection—The following criteria were suggested: 1. The school district has an expressed or demonstrated commitment to solving the problem. 2. The school district has an interest in developing stu- dent-generated programs and in sharing program methods and results with the State agency and other school districts. 3. The school district has established or is willing to estab- lish a good working relationship with community agen- cies and resources. 4. The school district has shown an interest in alcohol/drug abuse prevention programs. In essence, "keen interest" was proposed as the defining char- acteristic of a promising State delegation. Chief State School Officers were further advised that such interest could be sus- tained most easily by students from a single high school or from adjacent schools. 0 Youth Participant Selection—Because considerable work and persistence would be required to achieve results at the local level and to "market the message" statewide, five students were to be invited from each school district. The following criteria were suggested for selecting youth participants: 1. Status as either a freshman, sophomore, or junior in high school so that the participant will have sufficient time remaining in school to carry out at least a year's worth of activity prior to graduation. (Members of the Task Group initially excluded freshmen from consideration; but the young people who participated in planning ses- sions succeeded in convincing all involved that freshmen should be included because they have many years to give to prevention activities, are only one or two years shy of driving age, and are often exposed to drinking prob- lems and drinking/driving situations.) 2. Identified as a student leader in either an organizational or personal sense. Given the importance of peer pres- sure in combatting drunk driving, the person should be popular and well regarded by other students. 3. Past and/or present participation or interest in local alcohol or traffic safety activities should be considered helpful, but not mandatory. 0 Adult Participant Selection—It was recognized that many dif— ferent adults from within the school system might participate in the conference, profitably for themselves and productively for their communities. Driver education teachers, health and safety coordinators, alcohol and drug abuse curriculum special- ists, high school principals, and district superintendents all were possibilities. Since wide community involvement has been identified as a prominent ingredient of successful preven- tion projects, conference planners elected to invite superinten- dents of schools to the conference. Superintendents have continuous contact with school boards and county councils or similar entities; they have ready access to additional power centers within the community; and their own activities are likely to receive extensive coverage in local newspapers. Moreover, they could easily link students to those program people within the school system most likely to contribute sub— stance, experience, and continuing support to student efforts. To anybody's knowledge, the Secretary's Conference for Youth on Drinking and Driving was the first national gathering to join high school students with superin— tendents of schools. This, it turned out, was a winning combination, outstripping all expectations. Superintendents were delighted to be working directly with young people and surprised by the energy and knowledge of their students. On the other side, the presence of influential adults impressed the teens with the impor- tance of their own activities, lending a productive urgency to conference hap— penings. (Appendix 11 lists the members of State delegations to the Youth Conference.) 3. DETERMINING THE CONTENT AND STRUCTURE OF THE CONFERENCE The content of the Secretary's Conference for Youth on Drinking and Driving was readily suggested by the established purposes of the gathering, namely: to inform participants of existing teen-run models and approaches for combatting the alcohol-related problems of young people, especially the problem of drinking and driving; to help them gain the skills and confidence required to translate program ideas into viable local projects; and, finally, to motivate them to implement selected projects in their communities and disseminate program ideas statewide. The approaches selected to convey this material and the structure designed to meld all elements into a meaningful whole were strongly influenced by the guiding principles outlined in the preceding section. After numerous meetings, planners reached the following decisions about the con- tent and structure of the conference. (1) Components For Informing Participants About Alcohol Problems And Prevention Programs Since informing students about prevention options was first in the sequence of proposed conference goals, it followed that the presentation of program models would be the primary component of the conference. To avoid over— burdening participants with a plethora of confusing options, planners decided that only six to eight models would be featured. It was thought best that superintendents and their delegates attend many of the same presentations so that they would be on common ground when discussing program options and associated issues. Although conducted by teens, model presentations were expected to be somewhat formal and didactic, and audiences for these sessions were expected to range from 50 to 100 peOple. Common pedagogical sense sug— gested that these didactic sessions would be most effective if reinforced by small group discussions during which participants could clarify any misunder- standings and share their reactions to the information received. Accord- ingly, the presentation of models was to be followed not only by question and answer periods but also by separate small group discussions. (2) Component For Helping Student Participants To Develop Needed Sdlh Planners recognized a further need for special sessions during which partici— pants could begin developing the skills required to initiate local projects. In keeping with the "for, of, and by youth" principle, students from featured programs and possibly from other highly regarded programs would be drafted to lead and facilitate these sessions. Although a number of standard tasks are typically involved in program design and implementation, certain mem- bers of the planning group were quick to point out that personal development and leadership skills are essential ingredients for effective action in this arena; thus, skills sessions need not be mainly or entirely technical in nature; -10- nor need they cover all conceivably relevant skills. For the greater comfort and satisfaction of the participants, skills sessions should focus on their expressed needs, if possible. Most important, participants should come away from the sessions with the confidence that they, like their peer instructors, could develop the skills required to begin prevention work in their own com- munities. (3) Skills Component For Adult Participants Presumably, the superintendents attending the conference already possessed the skills being sought by students, and so a separate skills session was planned for them, emphasizing the issues, approaches, and resources specific to the design and implementation of teen-run programs for combatting drinking and driving, and other alcohol-related problems of youth. (4) Components For Motivating Participants To Select And Implement Program Options Before and during the conference, every step possible would be taken to generate drive and enthusiasm in participants. In addition, two conference components would be tuned to this purpose. Specifically, State groups, superintendents along with students, would be convened twice during the conference: at their first meeting, State delegations would be exposed to basic action planning techniques and assisted in developing preliminary plans for their own projects; at the second of the State sessions, individual delega- tions would share their program ideas and plans with other delegations. It was hoped that State delegations would be stimulated but not overwhelmed by the expectation that they produce and share preliminary action plans at the conference itself. (5) Components For Reinforcirg And Broadening The Effect Of The Conference As a further spur to meaningful action, State delegations would be asked to submit more detailed plans following the conference. No penalty would be levied for failure to submit refined plans, but nonresponding delegations would lose the chance of having their activities highlighted in the newsletter to be issued some months after the conference. To assist them with their statewide responsibilities, participants would be supplied with extra mate— rials for other districts in their State and with the names of individuals and organizations that might support their programming and dissemination efforts. These, then, were proposed as the central components of the conference—model presentations, small group discussions, skills sessions, and State action planning sessions. Numerous other ideas were forwarded for enhancing the informational, instructional, and motivational effects of these core components—speeches by celebrities and high-level government officials, testimonials by youth who had suf- fered alcohol—related tragedies, continuous filmstrips and videotapes, media pre- sentations, theatrical events, handouts, and displays of various sorts. —ll- 4. SELECTING MODEL PROGRAMS TO BE FEATURED AT THE CONFERENCE Two major factors determined the selection of models for presentation at the con- ference: first, the program had to satisfy certain general selection criteria and, second, the students involved in the program had to be capable of presenting their own models and also capable of leading the proposed skills sessions. In the main, planners looked for programs that addressed alcohol abuse prevention issues and supplied information on alcohol-related problems, with some emphasis on drinking and driving. Programs either could focus directly on drinking and driving or could address the drinking-driving issue in the context of activities designed to promote alcohol—awarean and self-awareness. It was essential that the candidate programs be student-run and youth—centered. It was greatly desired that they also be low in cost, easy to develop, and adaptable to a variety of settings. Individuals participating in the planning sessions identified programs that they thought would work well at the conference. Additional suggestions came from other public, private, and nonprofit agencies having an interest in the conference. Members of the Initiative staff then visited a number of promising candidates and carried on extensive correspondence and telephone conversation with others. From a field of about 20, they selected eight programs that, they felt, could best serve the purposes of the conference. (Appendix III lists student groups selected to present their models and to run the conference.) * * * It * In summary, the planning sessions succeeded in envisioning a conference that would have a meaningful beginning, middle, and end, all components leading to the ultimate goal of action on the part of participants. -12- CHAPTER THREE PREPARING FOR THE CONFERENCE A number of standard tasks are involved in preparing for large, national, regional, or State conferences-e.g., arranging for speaker and participant travel, meals, and lodging; reserving meeting and assembly rooms; ordering supplies; producing summaries of presentations; and developing other conference materials. For the benefit of readers interested in knowing more about conference logistics, Appendix IV outlines these standard steps. This chapter concentrates instead on the special activities required to prepare for a highly participatory conference of young people who were to produce their own program plans after being provided with program ideas and instructed in program development techniques by a faculty of their peers. 1. PREPARING STUDENT PRESENTERS FOR CONFERENCE WORK During their early deliberations, planners agreed that a preview meeting should be held two weeks or more before the conference to evaluate model presentations and, if necessary, to eliminate one or more. The preview meeting would involve all student presenters and their adult leaders; the Coordinator of the Teenage Initiative and the Initiative Task Group; the Administrator of the Alcohol, Drug Abuse, and Mental Health Administration; and selected representatives from other units of the Department of Health and Human Services. By the time of the preview meeting, Initiative staff were fairly certain that the eight selected models would be acceptable for conference purposes and that model presenters would be able to perform effectively. Thus, although elimination of any one program remained a possibility, the preview meeting came to be viewed not as an exercise in evaluation or a competition among candidate programs but as an occasion to provide presenters with the feedback, instruction, and support they would need to acquit themselves with distinction. Specifically, the preview meeting came to serve the following purposes. (1) Aequaint Student Faculty With The 4-H Center—Their Conference Campus Held at the 4-H Center, the setting for the conference itself, the two-day preview meeting allowed presenters to become familiar with the facility and campus—the dorms, meeting rooms, assembly hall, cafeteria, etc.-where they soon would be operating as a teen faculty. This was essential, for with their almost total responsibility for the conduct of conference sessions, pre- senters could ill afford any extra anxiety that might be awakened by unfa- miliar surroundings. Moreover, once they arrived at the conference, there would not be time for a leisurely exploration of the Center; almost imme- diately, they would be faced with conference tasks—greeting participants, reviewing their presentations, preparing for skills sessions, assuring that their meeting rooms were adequately supplied, and so forth. -13- (2) Provide Student Faculty With A Detailed Preview Of Up—To—Date Plans For The Content And Flow Of The Conference, Giving Them An Opportlmity To Ask Questions, Clarify Any Mismderstandings, And Recommend Changes The first item on the agenda for the preview meeting was an explanation of the conference process—how the students' model presentations would provide the primary substance for the conference, with ensuing group discussions to allow an exchange of reactions among participants, then with skills sessions to instruct participants in at least some of the techniques they would need to get started, followed by State planning sessions to provide delegations the opportunity to begin designing their own projects. This information on con- tent and flow was outlined in a notebook specially prepared for the preview meeting. In elaborating on the conference process for assembled presenters, NIAAA staff emphasized that the teens themselves would run the event, being responsible not only for their own model presentations, which had preoccu- pied them until now, but also for small group discussions and State action planning and reporting sessions; some presenters would have the added responsibility of conducting skills sessions. Although it was not difficult for the students to comprehend the logical for- mat of the conference, they did need time to grasp and appreciate the centrality of their own roles and time also to be convinced of their capacity to succeed in these roles. (3) Provide Teen Presenters With A Consistent Source Of Training And Support At The Federal Level Once it was established that young people would run the conference, start to finish, with no intrusion of adults as co-speakers or co-facilitators, Initiative staff recognized the paramount importance of developing an effective and efficient approach to training and supporting student presenters. In essence, it would be necessary to transform nine unrelated groups of teens into a unified teen faculty. Moreover, despite their knowledge and skills, selected presenters were still adolescents being asked to shoulder adult tasks. Accordingly, planners chose a fitting person on the Initiative staff to serve in the highly visible role of facilitator/moderator for the preview meeting and also as a continuing source of technical guidance and emotional support for presenters. A clini- cal social worker, experienced in youth leadership, this person was also recommended by his willingness to be truly accessible to students 24 hours a day during the preview meeting and as needed after the preview meeting until the conference came to a successful closure. Presenters were urged to call him, and did call him, with questions about the particular approaches they were developing to deal with their numerous conference jobs; as expected, many of these questions were scarcely cloaked requests for support. -14- So important were the poise and confidence of presenters to the success of the conference that NIAAA enlisted the voluntary services of a special con- sultant to assist the NIAAA trainer/advisor. In the first minutes of the pre- view session, this person was identified as a support figure who would work on an equal basis with the NIAAA trainer/advisor to assist presenters. This level of support was to continue throughout the conference. Arrange- ments were made for a peer-faculty room to serve as headquarters for the presenters and as a site for the meetings they would have with NIAAA trainers before each session of the conference—morning, noon, and evening. (4) Create A Sense Of Group Identity Among Presenters When presenters arrived at the preview meeting, they were, of course, most concerned about their own performance and how their models would measure up to the others. Not surprisingly, the competitiveness that emerges when teams of students confront one another was immediately apparent in their interaction. But it was crucial that these particular young people move rapidly beyond self-concern and competitiveness to a sense of themselves as colleagues engaged in a common instructional enterprise. Accordingly, the adult trainers encouraged openness about competitive feelings and other discomforts, guiding the young people to a resolution of these feelings. Fortunately, by the end of the two-day preview meeting, the student presenters began to manifest a sense of mutual ease and an emerging group . cohesiveness. A number of factors promoted this remarkably rapid tranformation in pre- senters' perceptions of themselves. First, despite the energy and dedication of the adult trainers/advisors, the young presenters had so much to learn and do that mutual support, they recognized, would be essential to their suc- cess. Second, since presenters of one model would be co-facilitating small group discussions and State planning sessions with presenters of other models, they could see that competition among them would not contribute to the quality of their overall performance as a teen faculty. Finally, having met at the preview weekend, presenters knew they would be greeting each other at the conference itself as acquaintances and perhaps new friends, not as perfect strangers; surrounded by hundreds of unfamiliar teens, the preacquainted presenters would, 19$ facto, develop a sense of group identity—and this they understood. (5) Give Model Presenters A Chance To Rehearse A basic purpose of the preview meeting was to give presenters an oppor— tunity to rehearse in circumstances identical or similar to those that would prevail at the conference. At the preview meeting, as at the conference, presenters faced an audience of over 40 people, most of them strangers; moreover, the presentation rooms and equipment were similar or identical to those reserved for the conference. It was hoped that this dress rehearsal would uncover any substantive or technical problems and would help the stu— dents improve their presentations, as needed. Toward this end, all of the presentations were videotaped and presenters provided with their particular tape to take home and study together. -15.. (6) Assure Comparability Among Presentations In Format, Timing, And Quailty Before the preview meeting, students were advised that their formal presen- tations should take about 30 minutes and cover at least the following topics: basic history, philosophy, and goals of their program; membership criteria and mechanisms; organizational structure; training and implementation pro- cedures; follow-up activities; and program products—newsletters, brochures, fliers, buttons, bumpers stickers, and the like. Presenting groups were asked to submit a script or detailed outline of their presentations and samples of their products, giving the Initiative staff at least one week to review these items. The preview meeting allowed Initiative staff to assure that these instruc- tions had been followed and that presentations were, as a result, roughly comparable in format, timing, and quality. After all eight presentations had been made, NIAAA staff and selected advisors shared their impressions in closed session. The most common problem, they agreed, was failure to pre- sent an immediate picture of the "who, what, how, when, and where" of the program. In some cases, the length of certain segments (e.g., slide displays) was questioned; in others, the absence of visual aids was seen as a defici- ency. Presenters received feedback on their performance, not before the entire assemblage, but instead at individual group meetings with designated mem- bers of the Initiative staff. In these supportive circumstances, recommended changes were received with considerable maturity. (7) Familiarize Presenters With Each Others Models Since presenters would be leading small group discussions dealing with three models in addition to their own, it was important that they become conver- sant with the other models well before the conference. The preview meeting provided them with this opportunity. Also, the preview notebook contained summaries of all model programs, which could be studied at leisure. (8) Instruct And Support Students Selected To Lead Skills Sessions Having extensive experience in peer leadership and instruction, two groups of students were selected to lead the pivotal skills sessions—five from the Ohio Teen Institute (OTI) and six from Students Helping Other People (SHOP). At the preview meeting, these students received special instruction on the topics that could be addressed in skills sessions and the techniques that might be employed to address these topics. To begin, the two adult trainers provided presenters with the following list of program development skills: 0 Establishing and maintaining a group 0 Planning a program for preventing alcohol—related problems -16- 0 Designing the program 0 Gaining community support 0 Implementing and operating the program This list of major program development functions included numerous sub- topics—e.g., group process; organizational development; needs assessment; problem analysis; program options, priorities, goals and objectives, proce- dures, resources, and staffing; networking with youth agencies, alcohol pre- vention programs, and other civic-minded groups; refining program objectives; developing policies and procedures manuals; gathering needed resources; and training staff. At the special training session, the selected skills presenters expressed some confidence in their capacity to handle a majority of the above topics and to lend specificity to the discussion with examples from their own experience. They had the added comfort of knowing that students representing other models would be available to them as resource persons, likely to have their own ideas and experiences to share. Since limited time was available to instruct skills presenters at the preview session itself, the adult trainers arranged to visit with some and communi- “cate with others before the conference, specifically to decide on the most effective and comfortable methods for managing skills sessions. \ In summary, by the time they left the preview meeting, the presenters readily recognized that their extensive and interlocking responsibilities for the con- ference simply would not permit intergroup rivalry or excessive self-concern. To succeed as individuals or as individual groups, they must become a united faculty. Of course, the need for harmony had been carefully constructed by the Initiative staff, who also strove to create a supportive atmosphere in which students would be able to rise to this necessity. 2. PREPARING SELECTED STUDENT PARTICIPANTS FOR THE CONFERENCE Once they agreed to attend the Secretary's Conference, selected participants received a packet from the Initiative Office containing a congratulatory letter, orientation materials, and logistics information. As described below, these items were designed to prepare them for the conference intellectually and socially as well as practically. (1) Conference Orientation Materials Most large conferences require little or no active participation, except on the part of presenters, speakers, or facilitators. Attendees usually are not expected to produce anything on the spot and they may or may not contri- bute to small group discussions, as they wish. This, as noted, was not to be the case at the Youth Conference. Superintendents as well as students were expected to function as participants, not passive attendees. The entire con— ference was to be a unified, goal-oriented learning process, and a specific product was to issue from the team work of each State delegation. -17- To assure that superintendents and students would arrive at the conference fully prepared to be active, productive, and team-centered, NIAAA staff developed orientation materials emphasizing the active part that State dele- gations would play. The orientation package was flexible enough to apply to all types of delega- tions—those with members from one or at most two schools and those with members from three, four, or five schools; those with members advanced in alcohol abuse prevention activities and those with little or no combined knowledge or experience in the field. By design, the package was imbued with the "for, of, and by youth" theme, the superintendent thus encouraged to assume the role of group facilitator, not leader, and the students thus urged to function as a project team. To move students in this direction, a variety of pre—conference activities were suggested—all group-centered, some entirely optional, and others highly recommended. For instance, in preparing for the conference, students could (should): 0 Attend any group meetings called by the superintendent. 0 Become a cohesive group by getting together on their own as much as possible before the conference. 0 Establish preliminary goals for their delegation. 0 Conduct a talent and preference inventory of their delegation. 0 View films. 0 Publicize the Secretary's Conference in their own schools and in the community at large. 0 Develop drinking and driving information centers in school and public libraries. 0 Start networking with heads of organizations, business people, and professionals. 0 Share information with each other. Although conference planners emphasized that delegations were free to devise their own approaches to conference preparation and need not under- take the specific activities listed above, all were urged to concentrate on activities that involved a division of responsibility and so promoted group competence and a sense of group identity. —18— (2) Logistiw Information With their congratulatory letters and orientation materials, students received practical information on the following topics: 0 Conference location and accommodations 0 Planned activities 0 Registration procedures 0 Travel arrangements 0 Conference regulations 0 Suggested clothing and other items for their stay Given the youth of the participants and the natural concerns of parents, it was particularly important that this information be perfectly clear, sparing no possibly relevant detail. Two weeks before the conference, participants received a follow-up logistics letter, containing their airline tickets, a tentative conference agenda, and a detailed description of final travel arrangements and registration proce- dures. It should‘be noted that student participants did not receive their pre-conference packets directly. Instead, these were filtered through the superintendent, who also received a registration form for each member of the delegation, self included, and parental release forms for all students. This technique for commu- nicating with participants not only saved money but also assured that the superin- tendent would be dealing directly with selected students on at least two occasions before the conference and so could easily facilitate their preparatory activities. (A) copy of the participant logistics and orientation letter is attached as Appendix V. 3. PREPARING A SEPARATE SIULLS SESSIONS FOR SUPERINTENDENTS As noted, a separate skills session was planned for superintendents, emphasizing the adult role in teen-run programs. Adult leaders of the teen programs featured at the conference were asked to serve as presenters and resource persons for this session. In addition, a representative from the Montgomery County Maryland School System (location of the 4—H Center) and the superintendent of neighboring Howard County Maryland Schools were invited to describe their experiences with student-run alcohol and drug abuse prevention projects. -19- 4. PREPARING FOR OTHER SEGMENTS OF THE CONFERENCE In a conference demanding unusual effort from participants and presenters alike, considerable care must be taken in preparing all elements of the event—the pacing, breaks, snacks, entertainments, and ceremonies as well as core presenta- tions and group discussions. Preparation for these conference elements progressed as follows: 0 Opening Ceremonies—Having agreed that opening ceremonies for the Youth Conference must serve more than a decorative purpose, Initia- tive staff attempted to schedule speakers who would vividly express conference themes, impress gathered students and superintendents with the importance of the event, and so motivate them to work hard during and after the conference weekend. For these purposes, the following preparatory steps were taken: - A color guard was commissioned to initiate the ceremonies, as appropriate for a national conference convened in a suburb of our Nation's Capital. - The Federal Secretaries of Health and Human Services, Educa- tion, and Transportation were asked to speak or to send an appropriate spokesperson. Thus, the interdepartmental theme would be powerfully expressed and students informed of the relevant activities being undertaken by sponsoring Depart- ments and their State counterparts. Having received this information directly from high officials at the Federal level, students would be encouraged to seek out State-level govern- ment contacts who might support their efforts. - United States Congressman Michael D. Barnes (D-Maryland), author of recent Federal legislation on drinking and driving, was asked to give conferees an overview of current laws and regulations, emphasizing the partnership between Federal and State levels. - A number of celebrities were considered as inspirational speakers. Given the belief that students listen best to adults who have themselves suffered the tragedies they warn of, Don Newcombe, form er baseball star and recovering alcoholic, was selected to tell the admonitory but encouraging story of his fight against alcoholism. — A young person from Virginia, himself responsible for an alcohol-related traffic fatality, was asked to recount his experience and its effect on his life. - A Washington State patrolman was scheduled to present "Friday Nite Live," a slide show capturing the similarly tragic experiences of Washington young people involved in alcohol- related traffic accidents, and a second slide presentation promoting the use of seatbelts. -20- In keeping with the "for, of, and by youth" theme, one of the student presenters was selected to share in officiating at the opening cere- monies. 0 Closing Ceremonies—If successful, teen conferences or institutes tend to create "dry highs" among participants—levels of excitement so beyond the ordinary that they may foster unrealistic expectations, setting young people up for extreme disappointment. Further, the enthusiasm exuded by some participants may frighten their parents and alienate their schoolmates. Accordingly, the closing ceremonies for an event that is expected to be unusually stimulating and inspiring must also be more than decorative: they must serve to bring partici- pants back to daily realities without destroying their hope of suc— ceeding with appointed tasks. In this case, the concluding ceremdnies were designed to explain the "dry high" phenomenon, help students express their feelings, guide them to accept the imminent ending of an exceedingly meaningful weekend in their lives, and yet stimulate them to proceed with energetic efforts to deter drinking and driving as soon as possible after the conference. Toward these ends, student presenters would be encouraged to convey the essence of their con- f erence experience to assembled participants and would be given cer— tificates in recognition of their dedication and hard work. It was hoped that this chance for catharsis coupled with this bit of formality would produce the desired sense of appropriate closure to the week— end without dampening the incredible spirit that tends to be gener- ated by young people brought together for a brief and intense enterprise. 0 Other Conference Elements—The Omaha Magic Theatre was sched- uled to stage "Kegger," a short play conveying messages about drinking and driving in a highly creative and engaging form. In addition, students enjoyed a dance, a tour of Washington, D.C., and numerous snacks. Such thematic, educational, psychological, and social considerations as described above are essential in preparing an effectively paced and meaningful conference. Equally important are questions of protocol and practical issues-seating, crowd movement, sound systems, and so forth. Because such factors can never be fully anticipated, conference staff strove to develop a comfortable working relationship with personnel of the 4-H Center, the conference site, who would be on hand to help solve any unforeseen problems. 5. PREPARING CONFERENCE MATERIAIS The development of written conference materials was a major, preparatory task that could not be successfully completed until all elements of the conference had been cast in final terms. It was important, however, to decide early on the form of participant materials (e.g., loose-leaf notebook, folders, bound copy), to outline the content, and to estimate the number of pages required. Only in this way could arrangements be made for the inevitable last-minute printing and production of conference documents. -21- A loose-leaf format was chosen for participant materials. The content was easily outlined in advance, since it first would be necessary to meet the participants' residual information needs and then to reflect the elements and flow of the con- f erence itself. Thus the following sections were envisioned: 0 Section I—The finalized conference agenda and a list of attendees. (The conference agenda is attached as Appendix VI.) 0 Section II—A map of the 4-H Center and individual room assignments for the model presentations, small group discussions, skills sessions, and State caucuses. 0 Section III—Summaries of the eight programs to be showcased at the conference. 0 Section IV—An outline of basic program development skills that dele- gates would need to translate the program ideas they favored into their own local projects. 0 Section V—An action planning guide delving into techniques for for- mulating and conducting selected prevention activities. 0 Section VI—Statistical data on drinking and driving that might be helpful in focusing prevention efforts. 0 Section VII—A list of State-specific contacts (government agencies, voluntary agencies, citizens groups, program officials, etc.) who might be willing to help students in planning, developing, or imple- menting local alcohol abuse prevention projects. Certain sections of the notebook will be described in greater detail in the fol- lowing chapter, which deals with the conference itself. In addition to substantive materials, a conference built around a specific topic needs visual unity and a slogan that captures its essence in brief. Accordingly, a logo was developed to lend the desired visual unity to all conference materials— the cover of the notebook, the name tags, and the signs and posters displayed around the 4—H Center. It pictured simplified figures of a male and female riding in a car, encircled by the slogan: "Be In The Driver's Seat." Conference planners found the design of this logo and the creation of a slogan among their most dif- ficult tasks. This is not surprising, for both are highly visible, easily criticized products; moreover, although the topic of the conference might be "Drinking and Driving Among Youth," the themes of the conference were far more complex and virtually impossible to convey in the simple visual terms required for a logo. Despite these problems, the logo and slogan did serve their basic purposes. -22- CHAPTER FOUR THE EIGHT MODEL PROGRAMS FEATURED AT THE CONFERENCE: PROFILE, PARTICIPANT RESPONSE, AND SUMMARY COMPARISON The success of the conference preparation process can be fully appreciated only by those who witnessed the eight model presentations first at the preview meeting and then on videotapes of the conference itself.* A number of the presenters made gratifying improvements in their performance. After the preview meeting, they received videotapes of their presentations, which they studied exhaustively. By the time of the conference, all presenters had freed themselves from their notes and were supporting their discussion with large—scale graphics or audio— visual devices. They had learned to make eye contact with their audience, to gesture naturally, and to interact effectively with one another. One group clarified their presentation by thoroughly describing local activities before introducing a rather complex state-regional-local organizational structure; they also added substance to their abstractions by revealing their personal histories of program involvement. Beyond what has just been said, this chapter makes no attempt to describe the manner in which presenters conveyed their material. Instead, it provides profiles of the eight models and a summary of their salient differences and similarities. 1. PROFILES OF THE MODEL PROGRAMS WITH SELECTED REACTIONS TO EACH In selecting model programs, an attempt was made to develop variety without diverging unduly from the central topic of the conference: youth, drinking, and driving. The result was a spectrum of eight programs, at one extreme those addressing drinking and driving exclusively or primarily and, at the other extreme, those addressing the problem in the context of wide—ranging activities to prevent health and social problems among youth. The program profiles presented below are organized to reflect the spectrum: 0 The first four programs (the Control Factor, the driver traffic safety portion of the National Student Safety Program, Project Graduation, and Students Against Driving Drunk) were designed primarily to deter drunk driving. All four may be called "second generation" deterrence programs, for they acknowledge the complex etiological factors that create drinking and driving perils; avoid the scare tactics and preachments of previous, largely unsuccessful efforts; and concentrate instead on such topics as peer pressure, assertiveness, decision-making, and alternatives to drinking and driving, as well as the bare facts about alcohol effects. * Superintendents or their substitutes were the only adults allowed to attend presentations at the conference. -23- o The fifth program profiled below (the Peer Resource Education Pro- gram) has broadened its focus from year to year. First designed to train teens as instructors of a fifth—grade alcohol awareness unit, PREP now incorporates community education and peer listening as well. 0 The three remaining models (the Ohio Teen Institute, Operation Snow— ball, and the Southern Oregon Drug Awareness youth group) are open- ended. Teens in these programs engage in a variety of activities to prevent health and social problems among their peers, including alcohol abuse and drunk driving, the nature of these activities depending on local needs and resources. Each profile concludes with a summary of audience reactions. These reactions were expressed during small group discussions and thus represent responses of vocal participants only. Chapter VI compensates for this deficiency by describing the influence model programs have had on individual delegations, as evidenced by their post-conference activities and refined action plans. For the benefit of readers wanting more detail, Appendix VII provides a full description of each model program. (l) The Control Factor Developed at St. Cloud University and now co-sponsored by the Minnesota Safety Council and the State Education Department, the Control Factor trains selected high school juniors and seniors to conduct a set course for freshmen and sophomores dealing with drinking and driving. During three successive classroom periods, teen instructors (usually a team of two) pro- vide students with alcohol facts, decision—making tools, and value clarifica— tion experiences—control factors that may help them avoid the perils of drinking and driving. Objectives and techniques of the three-session course are as follows: 0 Day One——Begins with an attitude test, introduces the concept of "control factors," then covers basic facts about drinking and driving problems at the national, State, and local levels. Facts are conveyed in a professionally executed slide presentation and a game-show format; the discussion of decision-making issues is stimulated by carefully crafted, open—ended questions. 0 Day Two—Students review the decision—making process, explore the role alcohol plays in society and in traffic crashes, and identify alternatives to drinking and driving. Three major tools are used to stimulate discussion: a trigger film sug— gesting the risks of drinking and driving; a series of large—scale cartoons portraying situations involving alcohol; and a work— sheet ("The Consequence Search"), with multiple-choice responses to a series of drinking-driving dilemmas. -24- a Day 'ITIree—-By evaluating hypothetical situations, each involv— ing a number of different actors, students begin to recognize the complex layers of responsibility involved in drinking and driving situations. Day Three ends with a post—course attitude test. Results of the Control Factor are very encouraging. From 1980 through 1982, 425 teen instructors were trained in intensive one-day sessions; the training is so finely tuned that one teen instructor can be effectively teamed with any other teen who has gone through the program. Together, the 425 trained instructors conducted 135 classroom programs for some 8,000 students. More than 12 percent of these 8,000 experienced desired changes in their attitudes about drinking and driving. Audience Response—Conference participants expressed the following posi- tive reactions to the Control Factor: instructorships are open to all reasonably able juniors and seniors, with no onerous special restrictions; the program provides good information through an excellent set of instructional materials; classroom discussion is open but confidential, and no "put-downs" are allowed; the program can document positive results; finally, although narrow in its approach, the Control Factor would be a good starter program for a broader school or community drunk-driving deterrence campaign. Other participants wondered how they could possibly replicate the Control Factor materials and who, in their States, could be found to train them as peer instructors. Admitting these difficulties, the presenters noted that a trainers‘ manual and other materials soon would be available. (2) National Student Safety Program (NSSP) Organized in 1958 by the American Driver Traffic Safety Education Associa- tion and now active in 22 States and over 250 high schools, NSSP engages students in four areas of safety education and action: consumer product safety, general safety (home, school, vacation, etc.), special safety (Hallo— ween, hunting, etc.), and driver/traffic safety. To promote driver/traffic safety, NSSP loans the following educational materials to teens free of charge: o "The Price Is High," a skit developed by a student safety group, which explores alcohol myths and conveys corrective facts in a game-show format. With a cast of four contestents (Miss LM. Hip, Miss Information, Miss Smart Aleck, and Mr. Tell It Right) and a game-show host, this simple script requires minimal rehearsal and can be quickly mastered by high school drama students. a A set of transparencies elaborating on the myths and facts introduced in "The Price Is High." -25- 0 "Drinking and Driving: What Could You Do?", a film dramati- zing the dilemmas of teens confronted by drinking-driving situ— ations. The film demonstrates that knowledge alone is not enough to bring teens safely through such circumstances: pre— planning, self-confidence, and assertiveness are also needed. NSSP members who are active as peer instructors may become familiar with program materials and techniques for handling audiences at national conven- tions held annually or at meetings of their school clubs. Other NSSP members may operate on their own, with support from a teacher or school administrator. Once conversant with the script, transparencies, and film and comfortable with their presentational styles, NSSP students can arrange to conduct the program for their peers. Any high school student can become a member of NSSP or start a safety club, initiation being a $10.00 membership fee per school with continuing information provided through a national newsletter. Audience Response—Conference participants appreciated the ease with which they might join NSSP, the ready availability of instructional materials, and the continuing information that would come to them in the NSSP news— letter. Reactions to the skit and film were mixed, however, some finding them childish and others finding them entertaining. (3) Students Against DriVing Drunk (SADD) SADD is a peer—organized, peer—run program to deter drunk driving, espe- cially by teenagers. Conceived and founded in 1981 by Mr. Robert Anastas, a high school coach and health teacher who had lost a number of students in alcohol-related crashes, SADD has spread to all 50 States, having chapters in 6,000 schools, which together touch some three million students. The SADD program recognizes that exposure to drinking and driving situa- tions is almost inevitable for young people today. Given this reality, young people are presumed to do better if they have been educated about the effects of alcohol, have explored their own attitudes, and have developed strategies for coping with any drinking-driving situations they may encounter. Toward these ends, SADD attempts to alert students to the dan- gers of drinking and driving, to create community awareness of the problem, and to generate positive pressure in support of students who choose not to ride with a drunk driver and not to drink and drive themselves; in addition, SADD promotes peer counseling and referral services for young people with alcohol problems. Open to all students, the SADD program has the following special features, which have appealed to young people, teachers, and parents nationwide: o A SADD day at school and in the community, featuring speakers, rallies, bumper stickers, posters, and so forth. -26- o A Parent-Teen Contract wherein the teen agrees to call his/her parents for a safe ride home whenever confronted by a dangerous drinking-driving situation. For their part, the parents agree to ask no questions and express no anger at the time of the pick—up and further agree to avoid drinking-driving perils themselves. 0 A 15-unit course engaging students in classroom activities designed to convey alcohol facts, uncover attitudes, suggest ways of coping with peer pressure in drinking-driving situations, and provide tools for organizing SADD chapters. Once a chapter has been organized, it typically becomes the vehicle for a variety of prevention activities. For instance, SADD chapters have dissemi— nated information in shopping malls, raised money for a breathalyzer to be used by local police, and constructed billboards against drunk driving. Little funding is necessary to organize and maintain a SADD chapter. The slogan, logo, curriculum, and contract are available to all groups, and chapters may be inaugurated with gala, but inexpensive school rallies. To support these events, SADD members conduct typical fund raisers—bake sales, car washes, and rummage sales. Audience Response—Interest in SADD was high and reactions to the program overwhelmingly positive. Participants viewed SADD as a "ready—to-use" pro- gram. Many appreciated the fact that the chapters are student organized and run, that current SADD groups will help others get started, and that the movement has received much favorable publicity nationwide. SADD's real- ism and reliance on positive peer pressure as a force for deterring drunk driving were widely favored, along with its open membership policy. Par- ticipants repeatedly praised the Parent-Teen Contract as a tool for opening family communication as well as reducing drunk driving. (4) Project Graduation In 1979, during the two weeks prior to high school graduation, there were seven alcohol-related fatalities in the Oxford Hills area of Maine. Deter- mined to avoid a repetition of this experience, the Oxford Hills community organized a non—alcoholic party to keep celebrating seniors of 1980 from drinking and driving. Maine's Project Graduation grew out of this party. Intrigued by the success of the Oxford Hills event, other communities devised their own dry celebra- tions for seniors, 11 being held in 1981, 36 in 1982, and over 70 in 1983. By 1982, the Project Graduation movement had gained the support of State gov— ernment; together, the Department of Public Safety and the Department of Educational and Cultural Services began to promote the concept statewide, helping local communities establish their own Project Graduation events. At the local level, planning for Project Graduation typically involves the fol- lowing approaches and activities: 0 A survey to gauge interest among seniors. -27- o A kickoff meeting where senior class officers, students, busi— ness people, parents, school personnel, and civic leaders share their ideas and begin to design the party. 0 Media campaigns to generate community awareness and a variety of other techniques to generate support—letters to parents soliciting money, assistance, and in—kind contributions; class meetings to discuss ideas for the party; and additional community meetings. 0 Strategies for assuring that the party will remain alcohol and drug free—presence of law enforcement officers; bands that avoid drug or alcohol-inspired music; explicit provisions for dealing with party crashers and intoxicated students. Project Graduation parties vary with local desires and resources. They may be held at health clubs, YMCAs, recreation parks, dormitories, or resorts where revelers can dance, play racquet ball, swim, enjoy barbeque dinners and early morning breakfasts, watch slide shows, and so forth. Although good parties require a great deal of planning and work, funds and in-kind contributions tend to be given with such generosity that seniors can attend free-of-charge, with money often remaining for the following year's party. Although focused on a single week in the life of high school seniors, Project Graduation has far-reaching influence. Throughout the year, it stimulates educational activities on drinking and driving, shows students they can have fun without alcohol, prompts other dry parties, generates positive peer pres- sure, and offers support to those who choose not to drink. Audience ResponseuA free party with a great deal of activity appealed to most participants. Some worried that Project Graduation would end by being "just another dance," and some complained that the project was too narrowly focused, all energy being expended on a one-night party for seniors. Others countered by pointing to the incredible danger that one night holds for grad- uating classes and to the strong possibility that Project Graduation can influence behavior and attitudes throughout the year and among all high school students, not just seniors. (5) The Peer Resource Education Program (PREP) Sponsored by the Ozaukee County Alcohol, Drug, and Mental Health Board, the PREP program trains teens to serve as cross-age prevention specialists in their schools and communities. Every spring, six teens from each of the county's five high schools are accepted into the program; freshmen and soph— omores may apply, with the understanding that they must remain alcohol- free until age 18, must be committed to the program and reasonably available to work on prevention activities, and must maintain a C average, with no failing grades. Given the overriding goals of an informed community and a reduction in local alcohol and drug-related problems, PREP teens strive to: 0 Become positive role models -28— o Remain informed about alcohol and drug facts and conversant with PREP's alcohol awareness unit for fifth graders 0 Act as effective peer listeners and referral agents 0 Open communication between parents and children in the community In pursuit of these goals and objectives, PREP teens attend an annual week- end retreat where they learn about alcohol facts, develop self—awareness and self-confidence, and study the alcohol education unit they will present to fifth graders. At more frequent local workshops and in-service meetings, they discuss teen problems and strategies for solving them. Through one means or another, PREP reaches approximately 50 percent of county students in grades 5 through 12. "The Choice Is Mine," PREP's fifth grade alcohol and drug education unit, has been the centerpiece of PREP's prevention activities. Through this vehicle, teen instructors provide fifth grade pupils with alcohol facts and lead them in an analysis of advertising, an exploration of alternatives to alcohol and drug use, a five-step decision- making process, and value clarification exercises. Funding for PREP activities comes from the County Board (52 percent), the United Way (32 percent), and civic groups (16 percent). Audience Response—Participants were very much taken with the idea of teens instructing younger children on alcohol-related topics and providing complementary education for parents. The agency support provided PREP instructors and the opportunity that these young people have to participate in an adult work group were praised. But there also were repeated objec— tions to the strenuous criteria PREP employs in selecting teen instructors and the resulting absence of input from a cross section of the teen population. (6) The Ohio Teen Institute (OTI) OTI was born in 1965, when the Ohio Department of Health sent seven teens to the Midwest Institute on Alcohol Studies. The prototype for programs of its kind, OTI offers a six-day residential experience during which teens gain self-confidence, self-understanding, social sensitivity, positive addictions, and leadership skills—all helping them to avoid alcohol and drug abuse them- selves and equipping them to lead community and school-based prevention activities. Every summer, OTI draws approximately 500 Ohio teens and 250 adult instructors to Kenyon College where they engage in the following activities: 0 General assemblies at which specialists speak on alcohol abuse and other teen problems, raising issues that stimulate discus- sion throughout the six-day institute. -29- o Workshops focused on alternatives to alcohol and drug abuse, life skills, and the range of skills necessary for prevention pro- gramming. In "alternatives" workshops, teens may try sign language, yoga, meditation, and frisbee, among other games and amusements. In life skills workshops, they may learn how to deal with anger, depression, peer pressure, teen suicide, and the "rescuer" complex. At prevention workshops, they concen- trate on peer listening skills, learn how to organize and con— duct mini-workshops, engage in role playing, and develop alcohol awareness curricula. Participants select three to five workshops daily from an offering of over 80. 0 Family Groups provide OTI teens with a home base throughout their six days at Kenyon College. In "family group," 8 to 10 teens meet with one staff member to practice skills, establish a sense of comfort and closeness, and observe group process in action. OTI graduates explain that the ineffable spirit of the Institute is born in these family groups. OTI also provides simultaneous training for adult leaders, which lasts four days and centers around working with teens in constructive ways to imple- ment needed local programs. After the Institute, teens operate through one of Ohio's 12 regional councils on alcoholism, which provide support, resources, and advice for their post- conference activities, including presentations before PTAs, psychodramas for teen audiences, mini—institutes, education programs for elementary school students, peer listening and referral, and information centers. A tax on alcoholic beverages provides major support for the Institute. Audience Response—Many participants responded favorably to numerous features of this program: the financial support it receives from the State, the exhilaration expressed by its graduates, the many learning opportunities it provides, and the relative freedom with which graduates can go about developing local programs. Other participants saw some of these very fea- tures in negative terms: the program appeared too large to undertake with- out considerable State support or other adult backing, and the "closeness" expressed by OTI graduates felt uncom fortable—somewhat "cultish." (7) Operation Snowball Operation Snowball began in 1977 as the brainchild of five teens who wanted to share the leadership training experience they had gained at the Illinois Teen Institute with other young people in their community. Their energy and enthusiasm were contagious. Soon Snowball groups were established in other Illinois communities and, impressed by their efforts, the Illinois Alcoholism and Drug Dependence Association (IADDA) offered to serve as statewide coordinator. In its present form, Operation Snowball is a peer leadership program focusing on the prevention of alcohol and drug abuse among young people and striving -30- to create a "community of caring" throughout the State. Through a State- regional—local agency network, teens are trained to use affective and experi- ential teaching techniques to assist their peers in overcoming existing problems and achieving high levels of wellness. Teen-adult Snowball groups franchised by IADDA meet regularly to define local needs and plan local prevention activities~weekend retreats ("Snowbale") featuring guest speakers, mini—workshops, and small group discussions; advanced leadership training courses ("Avalanches" or "Blizzards"); and elementary or junior high school education programs ("Snowflakes"), among other events. At typical Snowballs, teen leaders provide participants with factual information on alcohol effects, suggestions for alternatives to alcohol abuse (positive addic- tions), and an opportunity to practice communication and decision-making skills. In addition to agency support, funds for Snowball activities come from door-to-door appeals, appeals to civic groups, bake sales, car washes, and other typical fund—raising activities. Operation Snowball draws students from all segments of the school popu- lation. One presenter came to her first Snowball as a "straight kid," self- confident and generally happy, but experiencing considerable peer pressure about her lifestyle nevertheless; the Snowball confirmed her decisions and gave her the strength to say "no" to alcohol and drugs without hesitation and with no second thoughts. The other presenter had been marginally involved in the drug-alcohol scene before her first Snowball, which gave her facts about alcohol and taught her that she could have friends and fun without getting high. In effect, the two came from opposite directions and arrived at the same place. Audience Response—Participants were divided in their reactions to certain elements of Operation Snowball. Some pointed with approval to the week- end retreats, the warm feelings of "togetherness" generated among partici— pants, the sense of acceptance experienced by teens from differing cliques, the confidence thus built in all, and the tremendous support Operation Snow- ball has gained in numerous communities across Illinois. Others found Operation Snowball "general and idealistic," felt the program involved "too much retreat" without zeroing in on tangible prevention activities, or were somewhat distressed by the emphasis on "closeness and caring." (8) Southern (kegon Drug Awareness (SODA) SODA is an all volunteer, community-based program involving students, business people, civic group members, parents, and school personnel in a variety of efforts designed to reduce the indiscriminate use of alcohol and, drugs. SODA has six task force subcommittees: (1) business and industry, (2) parent education, (3) youth development, (4) school curriculum, (5) com- munity information, and (6) law enforcement. "Diverse" and "eclectic" best describe the undertakings of the SODA youth group, which include: 0 Media production and graphics workshops, serving as alterna- tives to drug and alcohol abuse. Start-up money for these activities came from the Channel One Program, sponsored by the National Institute on Drug Abuse. -31- o Prom-week events--'get high on yourself" week and non— alcoholic parties. 0 "How To Say No," an alcohol awareness skit staged by teens before audiences of fifth to eighth graders. 0 School needs assessments resulting, in one case, in an informa- tion service, a drinking-driving hotline and safe-ride service, and teen-to—teen listening and tutorial programs. To prepare themselves as peer listeners, SODA youth participate in three- day training sessions led by professionals concerned with teen problems and in weekly meetings focusing on alcohol and drug information, communication skills, program.planning, and the like. SODA teens pride themselves in the broad appeal of their program, which draws members from all high school cliques. Audience Response—Great curiosity about SODA‘s hotline/safe—ride service dominated the discussion of this program. Some participants were concerned about the risk to students or the reluctance of parents; others cautioned that the idea was new and as yet untested. But the overall response was excite- ment. SODA was also praised for the numerous, very tangible strategies it has attempted. 2. A SUMMARY COMPARISON OF SELECTED FEATURES OF THE EIGHT MODEL PROGRAMS The eight models may be usefully compared along three dimensions of special interest to potential sponsors, supporters, or adult leaders of teen programs. Sponsorship-Among the eight models, only SADD stands independent of ongoing support from an outside agency or affiliation with some larger group. Most commonly, the model programs are sponsored, coordinated, or promoted by State agencies and operated by local groups. This is true of Operation Snowball, the Ohio Teen Institute, and Project Gradua- tion. With support from the State, teens in Operation Snowball and the Ohio Teen Institute work through county and city agencies on pro— jects geared to local needs; and, with technical assistance from the State, Maine communities devise their own Project Graduation activi— ties. In contrast, teens in the Control Factor are linked directly to their State-level sponsors and trainers, there being no significant variation in the classroom programs presented at different high schools. It should be noted that three of these government—sponsored or pro— moted programs (Ohio Teen Institute, Operation Snowball, and Project Graduation) began as small pilot or grassroots initiatives winning government support only after they had demonstrated their effective- ness. -32- o 'l‘raining—-The need for training varies predictably with the focus, approach, and organizational complexity of programs. Youth involved solely in committee work (Project Graduation partici- pants and teens working on certain SADD or SODA projects) require no special training, although those trained as communicators are likely to have greater influence on committee products. Teens operating as peer instructors of a set classroom curriculum typically require intense, but not lengthy or repeated training. For instance, peer instructors receive only one day of intense training to conduct Control Factor classes; and backed by simple instructional materials, teens in the National Student Safety Program need no special training to serve as peer instructors. But for teens who are expected to initiate or lead a variety of pos— sible prevention efforts, initial training tends to be intense and lengthy (e.g., 100 hours over six consecutive days for Ohio Teen Insti- tute participants) and subsequent training to continue indefinitely. Alcohol effects, alternatives to alcohol, peer leadership, peer instruc- tion, peer counseling, program planning and implementation, and com- munity education are among the courses pursued. o Replicability—When we discuss replicability in this context, it is necessary to speak of specific program elements rather than whole programs. The spectrum runs as follows: - Ready-to-use elements—Some program elements may be picked up and used as is: the SADD Parent-Teen Contract and NSSP driver safety materials fall into this category. - Adaptable elements—These require little or no change beyond new names and only minimal organization to effect. Examples are the dry party concept; slogans on prom tickets; billboards; the 15-session SADD alcohol awareness course; the PREP fifth grade, alcohol-awareness curriculum; and the SODA safe-ride service. — Adoptable elements—Students cannot simply "pick up and run with" these ideas, for they require an organizational structure, wide participation, considerable time, and substantial funding to effect. The concept of a teen institute falls into this cate— gory. Perhaps more important than these differences are the two features shared by all eight programs. First is the extremely positive interaction between the teenage participants and the adults involved as trainers or sponsors; gratuitous negative comments about adults qua adults appear to be outside the working emotional vocabulary of these teens; quite the contrary, they repeatedly emphasize how -33- important skilled, experienced, and concerned adults are to the success of their efforts. "Positive peer pressure" is the second feature shared by all programs. Whatever their roles and functions, teens in all of the programs serve as positive role models for their peers. -34- CHAPTER FIVE SKILIS AND STATE ACTION PLANNING SESSIONS ’ These sessions were designed to help State delegations begin to put the ideas they learned about and further developed at the conference into action. They also served as a clear demonstration of Federal interest in producing results at the State level. 1. SKILIS SESSIONS After small group discussions of the models, eight simultaneous skills sessions were held to begin the process of translating ideas into action and transforming participants into actors. Five of the sessions involved 25 participants each; the remaining three approximately 50 participants each. To assure that State dele- gations would receive the fullest possible exposure to program development skills, their members were placed in different sessions. The skills sessions were the most challenging portion of the agenda, for they were largely unstructured. Moreover, skills presenters faced two serious unknowns: 0 First, they had little information on the composition of their par- ticular group. They did not know how many of the delegates in their session had experience with alcohol-related programs or what pro- grams they represented. . Second, they had no advance information on the interests or needs of the delegates enrolled in their session, a problem compounded by the great number of relevant skills that might be legitimately covered. If time had allowed, these deficiencies could have been avoided and the presenters spared some anxiety. For instance, information on the experience and needs of participants could have been collected and analyzed; participants could have been carefully grouped in particular skills sessions; and presenters thus informed of the composition and expressed needs of their audiences. As it turned out, the presenters handled the situation remarkably well. On the advice of their NIAAA trainers, some chose to conduct an impromptu needs assessment of their group and to take their cues from the results. Others chose to work through the list of major program development skills (establishing and main- taining a group, planning a program, designing the program, gaining community support, implementing and operating the program), using a problem-solving approach to the discussion of each: e.g., what are the barriers to establishing a group and what may be done to overcome these barriers; what are the facilitating factors and how can they be tapped? Since NIAAA staff were not allowed to attend the youth-run skills sessions and since designated student recorders inevitably became involved in the discussion, minimal detailed information is available on these sessions. Two of the sessions -35— were videotaped, however, and a few of the student recorders eventually sub- mitted notes. It is not possible to know whether the presenters who were videotaped represent the general quality of skills sessions. It would be good if they did, for the two demonstrated remarkable leadership abilities. Obviously trained in counseling techniques, they made excellent use of mirroring, interpre- tive, and adding responses to guide their groups. As indicated below, although one group might have taken up a certain issue with particular zest, all documented groups covered the same general terrain. Room One Session—Discussion here concentrated on general issues of program initiation: how to get people involved; how to reach people with problems; how to work with administrators; how to create com- munity awareness; and how to deal with negative peer pressure. Since many delegates in the group were deeply involved with existing programs, the answers to these questions came in the form of case descriptions. A11 emphasized the importance of recognizing limits: it is not possible to conquer the problem in a month, the experienced among them warned; start small, using one idea as the vehicle for forming a group and working from there. The importance of com- munity awareness was mentioned repeatedly, newspaper articles and television spots being recommended as most effective for this pur- pose. Room Two Session—The student recorder described this as a brainstorming session, also focused on general implementation pro- blems and solutions. For instance: - How should you answer challenges to your credibility such as: "Who are you and why are you here?" Delegates agreed that they should not hold themselves up as experts but rather as students of alcohol and drug problems, knowledgeable about alcohol effects, trained in some cases to work with their peers on prevention programs, but, most important, qualified by their deep concern. — Are there solutions to the drinking-driving problem? Educa- tion, community/school support, and media exposure were seen as basic ingredients in campaigns against drunk driving. Dele- gates who had worked on prevention projects identified one other ingredient as essential to success, namely: psychological support for the teens who are starting programs, often at con- siderable risk of negative peer pressure. - Upon your return home, what initial steps can you take to implement your ideas? State delegations, it was agreed, should meet as soon as possible after the national conference to avoid any severing of communication. Suggested start-up activities included: an educational package mailed to each student's home; county or State conferences to involve additional teens; retreats for further training; school theme days; presentations drawing on information gained at the national conference; creation of an honorary board of directors for added notoriety; -36— "Chemical Saturdays or Sundays" at local synagogues and churches, with sermons centered on alcohol and drug problems; and speakers bureaus supported by members of the helping pro- f essions. — What resources are available to support program implementa- tion? Suggestions were numerous: business people who might be able to deduct donations from their taxes if the teen pro- gram qualified as a charity; State and local agencies with information and perhaps money available for teen programs; parent/teacher/student groups that might adopt the deterrence of drunk driving as a major theme for the year; and a long list of additional organizations—Kiwanis, Rotary, Shriners, Jaycees, Lions Club, SADD, MADD, Alcoholics Anonymous, Alanon, Alateen, etc. — Where could you turn for help if you encountered problems initiating a program? The school board, parent groups, sympathetic advocacy groups, school counselors, State and local government agencies, and local alcohol agencies were suggested as likely allies. Room Three Session—Delegates discussed typical issues associated with implementation. Depth of membership, a meeting place, and a regular meeting time were described as basic organizational ele- ments; in addition, a wealth of ideas, sufficient money, social support, publicity, and educational materials were considered essential for the flourishing of any fledgling group. Cited as barriers to implementa- tion were the following: rejection by peers; in—group fighting; untenable liabilities (e.g., in safe—ride services); social mores, especially as reflected by television advertising; and certain destabilizing influences (e.g., tourists). Determination, self-con- fidence, commitment, outreach, and public education Were seen as the most powerful weapons against these barriers. Toward the end of the session, delegates addressed the issue of leadership, specifically the relationship between leaders and members. The current throughout the conference ran deeply against any hint of elitism; nevertheless, delegates in this session agreed that leaders would be needed to distribute work, especially once a new group grew to any size and began to undertake demanding projects. These delegates favored open membership coupled with strenuous efforts to attract students of all types, "not just 4.0 kids." Various organizational forms were mentioned—task forces, officers and members, commitees—without any being favored. All agreed that the form should suit established objectives and satisfy a majority of the members. The session ended with words of caution and advice: "Don't set yourself up for a fall. Be realistic. Don't start too high or too low. Establish challengi but not overwhelming goals. Focus your efforts and be able to de ine your group with a clear statement of purpose." -37- 0 Room Four Session—Participants in this session focused heatedly on one particularly disturbing barrier to prevention programs: the leniency and inconsistency of school policy with regard to alcohol and drug use; they offered many examples of coaches stretching or skirting the rules "to get their prize athletes off in time for Friday night's game." After a lengthy airing of this topic, the session leader explored a technique for overcoming yet another major barrier: social distinc— tions among students. As far as participants were concerned, an effective group must, by definition, welcome and attract students of all types. But in all schools, as the leader noted, there exist strong cliques—the preps, jocks, scum, burnouts, and average individuals. Even so, she continued, each of these cliques includes non-drinkers as well as drinkers and also students who somehow can mingle freely in different groups. The trick is to unite group leaders, non—drinkers, and minglers with some common thread. Certainly, she averred, opposition to drinking and driving might well serve as this common thread. A number of themes run through the documented skills sessions summarized above. First, as suggested, wherever they come from and whatever their experiences, students perceive many of the same barriers to program imple- mentation: negative peer pressure, lack of commitment and in—fighting among group members, and insufficient training to undertake the most appealing pro- jects. Even so, students typically express considerable confidence in their capacity to overcome perceived barriers, especially if they are assured the sup- port of certain powerful allies—other student leaders, parents, teachers, school administrators and counselors, and agency staff. Further, delegates in all groups were community-oriented, pro-adult, pro-parent, and almost stridently non-elitist. 2. STATE ACI‘ION PLANNING AND REPORTING SESSIONS The State action planning and reporting sessions were intended to serve as a bridge between the national conference and the post-conference initiatives of State delegations. The preliminary action plans developed during these sessions were to be refined at meetings all delegations were expected to hold soon after the conference. Further, the reporting sessions provided the delegations with a chance to rehearse presentations of their own, which they might improve and repeat for audiences at home. Finally, to promote regional planning, States were grouped geographically for these sessions. Appendix VIII contains the action planning materials that were included in the conference notebook received by all participants. The substance is rudimentary, easy to follow, and thus suitable for work with young people. The best reflection of the action planning sessions is to be found in the following chapter, which summarizes the post-conference reports of some 28 delegations. -38- CHAPTER SIX THE IMPACT OF THE SECRETARY'S CONFERENCE This chapter describes the impact of the national conference as indicated by the post—conference plans and activities reported by State delegations and by the requests that model presenters received for materials, advice, and appearances at other gatherings. 1. THE ACTIVITIES AND PLANS OF STATE DELEGATIONS TO THE SECRETARY'S CONFERENCE The level of activity and planning achieved by a number of delegations in only a matter of weeks following the conference is truly remarkable. Twenty-eight of the 54 submitted post-conference reports in time for inclusion in this document. Their submissions reflect a wide range of approaches, from the cautious testing of interest in individual schools to the rapid forging of organizational structures and project schedules. The substance of the 28 reports is organized under the following 10 headings: Organizational Development SADD Replications Youth Conferences and Retreats Networking Community Education and Awareness Campaigns Elementary and Junior High School Education Peer Education and Awareness Peer Counseling Project Graduation Offspring and Other Year-End Activities Hotlines and Safe-Ride Services Typically, the reporting delegations drew ideas from a number of different models presented at the national conference. In effect, they tended to see the programs as collections of ideas and recognized that they need not replicate a model in its entirety. From SADD they might borrow a school rally, from PREP the possibility of service as teen instructors in an elementary school alcohol awareness program, or from Project Graduation the inspiration for non-alcoholic parties of all sorts. From their collected reports, it is not difficult to imagine the emergence of loosely structured youth groups across the country, generating positive peer pres- sure against drinking and driving, sewing as a forum for interaction between young people and adults, and undertaking a succession of projects to reduce drunk driving and provide alternatives to drinking altogether. (1) Organizational Development Although all delegates to the national conference were recognized school leaders, they came to Washington from widely differing communities and with varying levels of previous involvement in the topics of concern. Some were from communities that for years had conducted alcohol and drug abuse prevention programs involving youth on advisory boards and task forces; for these delegates, organizational development would mean the integration of new ideas into existing formats. Other delegates came from communities -39- that had not yet made much progress in developing youth—centered programs dealing with alcohol problems; and for these delegates, organizational development would mean the creation of new structures or the restructuring of existing programs to accommodate increasing participation by youth. Most of the organizational activity described below has been directed toward the creation of new organizational entities by students eager to undertake a wide range of prevention activities. Florida delegates serve as the board of directors for FADD (Friends Against Driving Drunk), a new organization estab- lished to promote community awareness of the youth alcohol problem and to solicit private funds for program activities. In the first two months following the conference, the board met several times with the county curriculum supervisor for health to define program objectives, plan a workshop for the Fall of 1983, and evaluate the continuing series of presentations they are making at area schools. FADD is fortunate to have the full support of very active parent groups that exist in all major municipalities of Polk County. Members of the Department of Defense delegation each brought one friend to their first post-conference meeting, held on April 13. To assure a fully committed core group, they will add new members slowly. Arkansas formed a steering committee consisting of the five delegates to the national conference, a high school teacher concerned about alcohol-related problems of youth, a represen— tative from Citizens Against Alcohol and Drug Abuse, and the drug abuse coordinator for the public schools. The steering committee has finalized plans for a new student group: Arkansas Teenagers Are Aware and Care (ATAC); by-laws have been developed annunciating the group's philosophy, goals and objectives, membership criteria, and organizational structure; officers have been chosen; and plans are underway for next year's activities. Governor Bill Clinton is expected to endorse the formation of the group at a public ceremony in Little Rock, the State capital. Arizona has established PADD (Protection Against Drunk Driving), an organization similiar to SODA, with four task forces of 20 members each, dealing respectively with youth education, adult business, press and publicity, and community development. Each of the task forces elects three young people and two adults to serve on PADD's governing board. PADD is considering a number of events and activities to reduce drunk driving and educate the public about substance abuse—an anonymous drunk driving survey to assess the local problem; a campaign to stimulate interest in prevention activ- ities; a community assembly to increase awareness of the pro- blem; a three-day seminar to educate some 2,000 students; a "rap" session to recruit dedicated members from existing clubs -40- and councils; an educational program on the district cable tele- vision station; an additional task force to insure the success of PADD, drawn from a cross section of the community; a speak— ers bureau; a Parent Alcohol Awareness Program; a quarterly PADD newsletter; a Drunk Driving Town Hall to stimulate interaction between youth and adults; a community dance to raise program funds and serve as an example of alcohol-free fun; a teen action telephone line to promote activities and opportunities for youth; a promotional pamphlet; and a PADD festival with a dance, school competitions, and so forth. Alabama delegates are committed to meeting on the second Wednesday of every month during the school year and summer school session. Having established this frequent meeting pattern, they will be in a good position to undertake a succession of projects once they implement SADD, their first choice. Michigan delegates established a new organization as a vehicle for pursuing a number of ideas presented at the national con- ference. Among primary objectives of Students of Michigan Against Drunk Driving (SOMADD) are an elementary school awareness program, a junior high school risks and hazards program, and an exploration of best ways to gain support from high school classmates. With considerable distance among them, Alaska delegates have unique organizational problems and resourceful solutions to the same. They will maintain contact through teleconferences as well as face-to-face meetings; they will invite students in each of their high schools to join in prevention activities and will extend their efforts to other schools, sharing knowledge gained at the national conference with students, school staff, parents, and also civic groups, church groups, State and local agencies, legal authorities, and public officials. They will then pursue a standard sequence of program development steps—assessing needs, defining goals and objectives, identifying resources, exploring local options, implementing selected options, and evaluating results. For Louisiana delegates, "organizational development" has meant linkage with the "I Care" youth project, operated by their school system's Alcohol and Drug Abuse Prevention Pro- gram (ADAPP). With members of the "I Care" Youth Advisory Council, they discussed the possibility of integrating program ideas gained at the national conference into the existing "1 Care" curriculum. After the conference, one of the delegates from New Hampshire was appointed to serve on the Governor's Youth Task Force for Alcohol and Highway Safety, which has assisted with the preliminary organization of statewide activities to combat drinking and driving among youth. -41- The California delegation will organize a task force of volun- teers concerned about the problem of drunk driving and willing to spend free time at school and district meetings to discuss possible solutions. The task force will serve as a core group responsible for making and expediting plans for prevention activities in the schools and community. To create a larger working nucleus for prevention activities, each Illinois delegate will invite two to five other students to join them in program development efforts. Care will be taken to bring everyone up to date and to keep all informed so that they feel themselves full members of the group. One or two teachers will be drafted to sponsor a junior as well as senior high school group. Nebraska delegates are trying to decide whether membership in their prevention group should be open to students who drink but would like to stop or restricted to "straight" students. Having made this decision, the Nebraska group will use per- sonal letters, school announcements, media spots, and word-of- mouth to promote attendance at planning meetings. Nevada is planning a broadly based organization to promote student participation in projects to reduce alcohol problems. Core members of CARDS (Curb Alcohol Related Deaths in Society) will meet with student leaders in sixth grade centers, junior high schools, and senior high schools to assess concern about drinking and driving and explore possible solutions. The delegates plan to develop a slide presentation to explain the CARDS group and promote its planned activities. Delegates from Georgia are initiating programs at their sepa- rate schools. One delegate, being president of the student council, will work through that organization to initiate preven- tion activities. New Mexico delegates will meet over the summer to formalize their program to reduce drunk driving, which is to have both community and school components. SADD Replications Many delegations chose to develop organizations under the banner of SADD. This is not surprising, for the SADD program was designed to be replicated. Its simple structure and school-based operation are within the organizational grasp of most teens, and the availability of ready-to—use SADD materials facilitates program implementation. As evidenced by their detailed reports, some States have already given their SADD chapters a highly individual stamp; other SADD offspring are at earlier stages of development. The Alabama delegation wasted no time in deciding to repli- cate SADD. Only a few days after the conference, they reported their intention of implementing SADD in each of the -42_ five schools they represent, using materials from the SADD booklet to design, implement, and monitor the activities of their chapters. Delegates from the Department of Defeme (DOD) were also quick to model their drunk driving deterrence program (Falcons Against Driving Drunk) after SADD. On April 28, they held a school assembly to introduce FADD to their classmates: fliers were distributed, two short speeches given, and a film ("The Last Prom") shown. Shortly before graduation the delegates produced the NSSP skit, "The Price Is High." Having worked very rapidly and energetically to establish their own program, they will soon be prepared to start chapters in other DOD schools. Immediately upon their return from the national conference, members of the South Carolina delegation led a county-wide, school-based campaign against drinking and driving, which lasted throughout April. In cooperation with the Darlington County Commission on Alcohol and Drug Abuse, the students planned and conducted numerous events designed to raise stu- dent and public awareness of the problem. Support came readily from public officials who proclaimed April "SADD Month." To initiate their SADD campaign and strengthen their alliance with concerned officials and citizens, the students helped to organize a box luncheon, which was attended by members of the Governor's Region III Task Force on Drinking and Driving; one Senator and three Representatives from the State Legisla- ture; the Director of the South Carolina Commission on Alcohol and Drug Abuse; representatives from the State School Advisory Project; the Superintendent, Assistant Superinten- dent, and Area Superintendents of Darlington County Schools; secondary school principals; Parent Teacher Organization presidents; the school district's Human Resource Development Team; and mayors, magistrates, and chief police officers of four municipalities in the county, among others. Student delegates officiated at the luncheon and also made a presenta- tion on the national conference. The South Carolina delegates launched their school-based campaign with assemblies for juniors and seniors in Darlington County's five high schools, which they organized and conducted with support from the County School Resource Development Team. Media coverage was sustained throughout Darlington's SADD Month. Each week a different school or pair of schools was highlighted. Newspaper articles, talk shows featuring the delegates, and radio spots were major vehicles for publicity. Delegates also orchestrated their own in—school awareness campaigns, making use of public address systems, bulletin boards, and school newspapers. -43- The Wyomirg delegation also gained enthusiastic support from the mayor of their city, who proclaimed May 1983 "SADD Month." Armed with the finding that 90 percent of local high school students drink alcohol on at least some occasions, the delegates sent letters and notices to students, parents, admin— istrators, and faculty, urging them to join the fight against drinking and driving. The films they arranged for lunch hours were well attended, and the SADD posters they hung through- out the school and community have created a great deal of continuing discussion. New Jersey delegates are establishing SADD chapters in the three high schools in their district, and one of the New Hampshire delegates reports organizing a chapter for her school. Oklahoma delegates are developing a SADD chapter under the aegis of an existing teen-run prevention program. To arouse curiosity and create interest in SADD, they have established a bulletin board, displaying numerous facts and articles about drinking and driving. Through this device, their classmates should be well primed for SADD day, to be held in the Fall of 1983. Further, Oklahoma delegates report that their Superintendent has been working to establish SADD statewide; he has intro- duced the possibility to all other administrators in the north- west region of the State and, encouraged by their support, plans to seek funding for a statewide program from Oklahoma's Department of Transportation. Kansas will join Oklahoma in waiting until next fall to intro- duce SADD. This delay will give delegates time to select a few dedicated classmates to join them as core members of the chapter and time also to draft adult sponsors who work well with students and understand well the drinking/driving dilemmas they so often face. Before giving their personal stamp to the SADD program, the Kansas group will make full use of existing SADD materials. Robert Anastas, founder of SADD, was on hand for the assembly New York delegates organized to inaugurate their SADD chapter. Workshops, films, and classroom presentations were held to reinforce the message of the assembly. To sus- tain interest, delegates set up a booth in the school cafeteria for distributing SADD bumper stickers, buttons, and member- ship cards; frisbees bearing the SADD slogan; and newspaper reprints describing alcohol—related traffic collisions. _44_ 0 Iowa and Missouri will also introduce SADD ‘next fall. .The Iowa students believe they must start slowly to accustom their classmates to the change in social mores promoted by SADD. Missouri delegates want time over the summer to plan chapters for their three high schools, to recruit core members, and to publicize the movement. They have a number of ideas for the fall: they hope to stamp "SADD" at random on student sche- dules and then disclose the meaning of the acronym at assemblies held the first day of school, where students will receive SADD buttons and contracts; SADD activities will be promoted repeatedly over school public address systems, on the school cable television station, and in the school newspaper; and a SADD float will be built for the homecoming parade. In addition, the core SADD group will seek assistance from drivers education and health teachers and from the county council, PTAs, Key Communicators, and other civic groups. (3) Youth Conferences And Retreats Influenced by Operation Snowball, the Ohio Teen Institute, and the national conference itself, a number of delegations have chosen to conduct con- ferences or retreats before proceeding with specific projects to combat alcohol problems. The conferences have been designed to serve as sounding boards, vehicles for disseminating information, planning forums, and training grounds. 0 Even as they attended the national conference, New Hampshire delegates were occupied with thoughts of their own upcoming "Governor's Youth Conference on Alcohol and Traffic Safety," held May 5, 1983. The five served as a youth advisory com- mittee for the conference, which was planned and supported by New Hampshire's Department of Education, Traffic Safety Commission, Safety Council, Department of Safety, Highway Safety Service, and Association of School Principals along with New Hampshire affiliates of the Highway Users Conference, Blue Cross-Blue Shield, the American Automobile Association, and the National Council on Alcoholism. Five teen programs were presented at the New Hampshire con- ference: Maine's Project Graduation and Illinois' Operation Snowball, which were also showcased at the national con— ference; Safe Rides from Darien, Connecticut; Peer Listening and Communication from Amherst, Massachusetts; and Peer Prevention and Education from Melrose, Massachusetts. Fol- lowing the model presentations, conference participants were able to attend two of five workshops, each focused on one of the featured models. Governor John H. Sununu spoke at the closing ceremonies, which were conducted by delegates to the national conference. -45- Nebraska delegates are urging all high schools to commit time to films, small group discussions, and skits on alcohol-related topics. These school-based activities are to culminate with a Spring Youth Conference for teens from the Panhandle. If this areawide conference proves successful, a statewide gathering will be considered. Maine plans two statewide conferences: the first to assess adolescent needs and the second to showcase model programs that might help schools and communities meet identified needs. As a preliminary to their statewide conference, Louisiana dele- gates are conducting a survey to identify existing programs for combatting alcohol-related problems. The most promising of these will be presented at the statewide conference, along with model programs from outside the State, if necessary. The delegates are particularly interested in exemplary peer coun- seling practices. Mini-conferences are among the approaches to program plan- ning being considered by California delegates. At the conference they are planning, Rhode Island delegates hope to see at least four students and one advisor from each high school in the State. Their conference agenda will be similar to that of the national conference—guest speakers, model presentations, and workshops. Georgia has scheduled a weekend retreat for early September 1983 at which student leaders, principals, and other school staff will explore alcohol— and drug—free activities for teens. As at the national conference, students will be motivated to initiate and lead prevention projects and provided with training in the skills required to do so. (4) Networking Networking is an essential task in organizational development and so was touched upon in preceding sections. This section highlights additional net- working efforts reported by the States. The Illinois delegates arranged to meet with the Secretary of State and the State Chief of Police to discuss the national con- f erence and seek advice on starting, operating, and maintaining an effective drunk driving deterrence program. These two men have been working to reduce driving under the influence and are expected to give strong and continuing support to student efforts. The delegates also held similar meetings with their State and local school boards. —46— o The Nebraska Association of Student Councils has been enlisted as the organizational vehicle for initiating a statewide program for reducing alcohol-related problems, which will operate through local student councils. 0 Nevada delegates have solicited advice and support from the metropolitan police department, the county health department, local liquor distributors, and the Nevada Traffic Safety Department. 0 Louisiana delegates discussed their conference experiences and program plans with 20 regional coordinators of the statewide Substance Abuse Prevention Education program. They are also seeking support from officers of MADD. o The Virginia group presented a skit to the school board to trigger discussion of teen alcohol problems and will do the same before audiences from other concerned agencies. 0 Since the national conference, Texas delegates have spoken to more than six influential community groups about the Student Myth Information and Learning Experiences (SMILE) program, an ongoing, school-based alcohol and drug awareness program. 0 To gain support for teen programs from the highest reaches of State government, New Jersey delegates will attempt to meet with the Governor and selected State legislators. One of their goals in so doing is to promote mandatory school alcohol abuse awareness programs. 0 Missouri plans a breakfast meeting to generate support from school officials. 0 New Mexico delegates will address the State as well as local school board, describing the national conference and requesting support for their program ideas. (5) Community Education And Awareness Campaigns Public education and awareness projects overlap somewhat with networking. Both seek to create awareness, understanding, and appreciation of drinking problems; but in networking, students seek to affect a specific audience that possesses special resources to contribute to teen activities; and through public awareness campaigns, they seek general support from whatever quarter it may come and in whatever helpful form. Action plans and activity reports from the State delegations reflect a widely shared desire for understanding and support from the community. Certain techniques were used in almost all of the public awareness campaigns reported; some of the more unusual approaches seem to flourish in small communities where long-time residents may have developed a high degree of mutual trust and interest. _47_ The Wyoming delegation's public awareness campaign, dra- matic in the extreme, probably could not be replicated in most other communities. Eight test subjects—prominent public offi- cials and media personalities-were drafted to drink until they reached a blood alcohol content of 0.10. Pre- and post- drinking tests demonstrated the deterioration of their capaci- ties to an audience of 75, who then participated in an alcohol awareness clinic. Virginia delegates have also developed an attention-getting device for creating public understanding of the alcohol-related problems experienced by youth. Their original skit demon- strates the power peer pressure has to influence drinking- driving decisions. Louisiana delegates participated in a panel discussion of existing school programs during a local telethon in support of alcohol and drug education in the schools. They also partici- pated in a fun-run to support the Delta Haven drug-free recreation center. Maine plans a public assembly to promote community action against alcohol-related problems. Heavy publicity on local radio, in local newspapers, and through handouts and direct appeals to influential civic groups is expected to create a large turnout. State representatives, town managers, school board members, MADD officers, representatives from the media and civic organizations,and student leaders will receive special invitations. At the assembly, student delegates will share the information and ideas they gained at the national conference and school officials will join alcohol/drug abuse specialists in describing the scope and nature of current alcohol problems among the community's youth. Student delegates will then introduce the intervention projects they favor—a safe-ride service, an elementary school education unit, and a peer listening program. Finally, the audience will be invited to comment on student proposals and come up with additional ideas. The Maine delegates expect to follow this public assembly with a second, more focused meeting, a questionnaire, needs assessment, or media campaign. Whatever projects they undertake, the students plan to evaluate their results and report them to the community. Influenced by the "Control Factor" and "Friday Nite Live" presentations, the Nevada group plans to develop an alcohol awareness program, making extensive use of audio-visual materials. State and local statistics will be provided and the consequences of drinking and driving illustrated through the experiences of specific offenders and victims. The Nevada delegates will offer their program to high school student councils; health and driver education teachers; PTAs; and -48- civic, educational, professional, and youth groups. Cautionary radio and television spots and a slogan-bearing billboard will be used to convey messages to the public at large. Delegates hope that a popular local dairy will agree to create a carton featuring an anti-drinking/driving slogan and logo. Illinois delegates are attempting to convince their local news- paper to carry a regular feature on DUI (driving under the influence) cases. Both California and Nebraska also plan to use the newspaper as a major vehicle for public education. In addi- tion, Nebraska delegates plan to mount a billboard between their two towns bearing the slogan "Friends Don't Let Friends Drive Drunk." New Mexico's delegates have used both television and news- papers to create public awareness of the national conference and of their own post—conference prevention plans. Since public awareness campaigns are a major component of the SADD pro- gram, activities of this type are also described in the section on SADD repli- cations. (6) Elementary And Junior High School Education Inspired by PREP, 12 of the responding delegations are conducting or planning alcohol awareness programs for students in elementary and/or junior high schools. Teens are involved as curriculum designers, developers, and instructors. The national conference confirmed the appropriateness and importance of a junior high program that members of the Oklahoma delegation had helped to establish in January 1983. In the two months following the conference, the delegates assisted in conducting alcohol awareness sessions for all 7th and 8th graders in their district. Three of the delegates from Texas now sit on a drug curri— culum committee charged with responsibility for infusing alcohol and drug education into the instructional program for grades K-12. The New Jersey delegates are initiating programs in all 10 ele- mentary schools in Toms River. Maine delegates are planning an alcohol awareness course for fifth graders. After gaining assent from parents and school board, they will explore and assess resources available for such a program. In workshops with fifth grade teachers and school administrators, they will exchange ideas, anticipate problems, and begin to develop preliminary program plans. Only at this point will curriculum design or adaptation begin. Recognizing the importance of evaluation, Maine delegates will administer pre- and post-tests to all their students and seek assistance in analyzing the significance of the results. -49- 0 Louisiana will train a cadre of students to serve as speakers in an existing six-week course for sixth graders entitled "Say 'No' To Alcohol Abuse." Similarly, Rhode Island plans after-school workshops to train high school students as instructors of a sixth grade program on alcohol effects and alcohol abuse. 0 A major priority of the fledgling Students of Michigan Against Drunk Driving (SOMADD) is to develop an alcohol risks and consequences program for junior high students. The SADD group being established in Missouri will make presentations to elementary school students. 0 In the Fall of 1983, Kansas delegates will conduct alcohol awareness programs at the junior high level. 0 The Illinois delegation plans to educate junior high students in a collegial fashion. Through letters and meetings, they will invite their younger school mates to join in prevention activ- ities, as appropriate. 0 Although they have no particular plans at this time, Arkansas and West Virginia delegates place elementary and junior high school education among their program priorities. The delegates' eagerness to serve as instructors of alcohol awareness programs for younger students appears to be stimulated by two common per- ceptions: first, that students in this age group tend to give teenagers the attention, trust, and credence they often deny adults and, second, that experimentation with alcohol and drugs often begins in the fifth or sixth grade, making this an opportune time for educational intervention. (7) Peer Education And Awareness Projects Although they may function comfortably as peer instructors of exisfing alcohol awareness programs, delegates do not appear greatly interested in developing formal, classroom curricula on their own, at least not in the short term. Instead, they favor the kinds of approaches employed by SADD— assemblies, rallies, bulletin boards, buttons, bumper stickers, fliers, and pamphlets.* o Delegates from Arkansas, California, Rhode Island, and Texas have organized assemblies to motivate and instruct their peers. Also, delegations that have formed or plan to form SADD chapters typically make school-wide assemblies the center— piece of inaugural activities. (See the section on SADD replications.) * The 15~session SADD course does not feature peer instruction. -50.. In addition to conducting one instructional assembly per semester, Arkansas students will educate their peers through bulletin boards, posters, and continuously updated lists of State and local agencies involved in alcohol—related problems. Iowa delegates are designing a traffic safety pamphlet for students who have not yet received a driver's license. In addition, they will give all new teen drivers key chains bearing the slogan "Friends Don't Let Friends Drive Drunk." Upon their return from the national conference, Texas dele- gates conducted mini—projects in their health classes, featuring films and speakers. These projects borrowed from the educa- tional units developed by the ongoing Student Myth Information and Learning Experiences (SMILE) program—a school-based drug and alcohol education program that infuses the academic curriculum with alcohol awareness material. Louisiana delegates are contributing to the promotion and con- duct of "I Care," an existing alcohol/drug abuse prevention program with classroom education components. The New York delegation is capitalizing on the talents of their school's improvisational theater troupe to "spread the gospel" among students throughout the New York metropolitan area. The troupe has traveled as far as Homer High School in Homer, New York, and the New York State Region #1 Health Edu- cators Conference in Syracuse. Georgia delegates took their message to student leaders of the nine high schools in their system, committing a large portion of their presentations to the model programs showcased at the national conference. West Virginia and Arkansas delegates will make themselves available for presentations to student groups in outlying high schools. (8) Peer Counseling 0r Listening As yet, very few delegations have developed or planned peer counseling pro- jects. The extensive time required for this activity, the need for assistance from professionals, some uncertainty about the legitimacy of this role, and some questions about the appropriateness of individual counseling as a solu- tion to widespread drinking-driving problems—all may account for the limited pursuit of peer counseling projects. Undaunted by these concerns, a ' few delegations plan to work in this area. Maine has articulated goals, objectives, and general procedures for "Just Friends," a school-based peer counseling program. As now conceived, the program will address individual alcohol problems in the following way: students troubled by drinking -51- habits will be able to talk to trained peers in an atmosphere of trust, assured of confidentiality; the student being helped will be required to contract with the peer counselor for a set number of sessions, to attend all scheduled sessions, and, eventually, to counsel another student. A friend of the counseled student will be asked to evaluate his/her current behavior in light of previous actions and attitudes, and a faculty member will be asked to comment on the credibility of the selected student evaluator. In addition to conducting individual sessions, peer counselors will take every opportunity to promote the social dismantling of "labelled" groups (e.g., jocks, straights, burnouts) and encourage indifference to negative peer pressure. 0 Tennessee delegates will work with their own school counselors to establish a peer listening program. Before proceeding, they will ask counselors to provide or arrange necessary training in individual work and group formation. 0 Both Arkansas and Iowa have expressed interest in peer help services. Arkansas emphasizes the importance of the referral function; Iowa envisions a service conducted by high school students for junior high school students, with emphasis on techniques for overcoming negative peer pressure. (9) Project Graduation Offspring And Other Year—End Activities Maine's Project Graduation has inspired plans for a number of dry parties and other year-end activities. 'The conceptual simplicity of such projects, the support they generate from the media and adults, and the possibility that they will influence drinking mores throughout the year contribute to their popularity. 0 With their prom approaching, delegates from the Department of Defense decided to set up a car crash scene in front of their school to discourage drunk driving: an old car smashed against a telephone pole, one manikin halfway through the shattered windshield, another lying on the ground several feet from the crash site, with a sign saying "But Mom, I only had two." 0 The Oklahoma delegates held a dry graduation party for Kingfisher seniors and their dates. The party began with dancing to a live band at the local Elks Lodge, then moved to a student's house where celebrants played games, talked, watched movies, and ate breakfast. Parents, civic associa- tions, banks, and local businesses supported the party with money or in—kind contributions. 0 The Wyomirg delegation's dry graduation party was held at a bowling alley where seniors and their dates could dance, bowl, and eat abundant quantities of food throughout the night and early morning. Seniors who arrived at the party sober received a refund for the full cost of their tickets. To gain support for -52- their dry graduation week, Wyoming delegates asked all liquor store owners and bar keepers to "card" anyone who appeared to be 25 or younger; although all agreed to do so, only 50 percent complied. To prepare seniors for their dry graduation parties, Nebraska held a series of preliminary non-alcoholic celebrations. They reinforced their message with tuxedo cards bearing both the slogan "Friends Do Not Let Friends Drive Drunk" and fatality statistics from Scottsbluff County, where seven high school students have died in alcohol—related collisions over the last two years. In the Fall of 1983, Kansas delegates will lead in planning and preparing a dry prom party to honor the Class of 1984. Louisiana is also considering such an event for 1984. The delegations employed a variety of clever devices to deter drunk driving during the graduation season.* — Students from Missouri conducted a year-end awareness campaign focused on graduation events. In the two weeks preceding graduation, they read one alcohol fact a day over the school public address system. One week before, they selected popular and respected seniors to distribute cards bearing the slogan "True friends do not let friends drive drunk." Then, at graduation practice, they greeted seniors with a huge poster bearing the same slogan. - Nevada delegates designed a flier on the hazards of drinking and driving, which they distributed throughout the school and placed on student cars prior to the prom. The same will be done in 1984, when slogan cards will also be produced for distribution by tuxedo rental stores and florist shops. — In addition to designing and distributing cautionary fliers and placing slogan cards in rental tuxedos, New Mexico delegates used high school diplomas as con- tainers for such cards. - New York delegates held a pre-prom assembly for seniors, focused on the hazards of drinking and driving. They also designed slogan cards, which were placed in the pockets of rental tuxedos. * See also the section on hotlines and safe-ride services. -53- Iowa plans to extend the dry party concept by establishing non- alcoholic bars and holding non-alcoholic events throughout the year. Rhode Island and Arkansas hope to do the same. Arkansas delegates envision well-planned, well—chaperoned events, which will awaken and strengthen positive peer pres- sure against drinking and driving. They will begin with a "back-to-school" party in the fall to encourage parental sup- port and to show all high school students the joy to be had from alcohol— and drug-free activities. West Virginia delegates will assess the degree of community support for a range of alcohol-free activities—dances, picnics, and skating parties as well as dry graduation parties. (10) Hotlines And Safe—Ride Services Hotlines and safe-ride services have immediate appeal to teenagers. Such activities place them in responsible, helping roles and may provide them with a satisfying sense of competence and worth. But even teens themselves are quick to recognize the pitfalls of such operations—limited calls for service, risks to drivers, and objections of parents. On balance, six of the responding delegations have developed or are planning to develop this very logical, if largely untested weapon against drunk driving. With assistance from a local car dealer, Wyoming students operated a hotline/safe-ride service on prom night. Not dis— couraged by a total lack of requests, students will offer the service again next year, but with considerable advertising to promote its use. Recognizing the need for advertising and outreach, Maine delegates will inaugurate their safe-ride service only after a massive publicity campaign. They plan to use an existing hot- line for conducting their business and plan monthly evaluations of the operation. At this writing, results are not available on a safe-ride service organized by one of the New Hampshire delegates for prom night at her school. Rhode Island will also develop a safe-ride program with the cooperation of an existing "help" hotline, and New York will work through the volunteer fire department to implement their dial—a-ride project. Although reporting no specific plans, Arkansas and California are considering safe-ride services. The above sections attempt to convey the range and frequency of post-conference activities reported by State delegations. The appearance of certain State names under numerous headings reflects the fact that many of the delegations are undertaking multi-pronged approaches to alcohol-related problems under the aegis of newly formed or existing organizations. -54- 2. POST-CONFERENCE EXPERIENCES OF MODEL PRESENTERS Some two months after the Secretary's Conference, presenters were contacted to determine the impact that national exposure was having on their programs. Spe— cifically, they were asked who had contacted them, for what purpose, and with what result. Requests for materials and guest appearances had been received by most. Also noteworthy is the degree of interaction they have had since the con- f erence and the extent to which they are using each others materials. The following pages summarize their reports. (1) The Control Factor As a result of exposure at the conference, the Control Factor has received requests for information from the following States: Hawaii Illinois Mississippi Oregon Virginia One of the student presenters was asked whether he would be willing to con- duct training sessions in Mississippi and Hawaii, if money could be found for his travel and expenses. Since the conference, this same student presenter has used the maps and resource pages contained in the participant notebook to support his presentations at two high schools. These materials were so popular and requests for them so numerous that he is now seeking funds for duplicating and distributing them to all his audiences. The other student presenter has been networking with members of NSSP and Operation Snowball, who want to get together for an exchange of ideas and, at the very least, want to maintain contact with the Control Factor and to receive updates on its progress. Progress there certainly has been. The Control Factor received its FY 1984 funding and, in 1983, exceeded 10,000 members. (2) The National Student Safety Program The Secretary's Conference generated numerous requests for "The Price Is High," NSSP's skit on drinking and driving, which has the advantage of being suitable for assembly programs or classroom use. With funding from the American Legion Child Welfare Foundation, NSSP is producing 50 additional copies of the script to meet increased demand. -55- NSSP student presenters have been contacted directly as a result of the con- f erence. 0 They are exchanging materials with PREP students-NSSP's bicycle safety program for PREP's "How To Tell Your Parents Not To Drink" and other exercises for elementary school students. 0 A Control Factor student has requested more information on NSSP's high school programs, which she hopes to see incor- porated by her own program. 0 A member of the Nevada delegation has written for a copy of the "Price Is High" and other NSSP materials. Given the enthusiasm for ready-to—use materials manifested at the con- ference, the demand for NSSP materials is likely to multiply dramatically as student delegations begin to implement their project plans. (3) SADD Even before the Secretary's Conference, the popular, highly publicized SADD program had embarked on an effort to generate chapters nationwide. Thus it is quite difficult for SADD to identify phone calls and other requests prompted solely by the conference itself. But Robert‘Anastas, founder of SADD, notes that no excess demand was experienced after the conference, a curious fact that he attributes to the availability of SADD materials at the conference, which every participant was able to obtain. As a direct result of the conference, however, SADD representatives have been asked to appear at f ar-flung meetings and assemblies. 0 Mr. Anastas was on hand for a SADD inaugural assembly organized by the delegates from New York. 0 The group from Huntington Beach, California, has invited a SADD representative to the three-day conference they are planning. 0 South Carolina has invited SADD to participate in a statewide teachers' conference in the Fall of 1983. o SADD will send a representative to a seminar in Jackson, Tennessee. Mr. Anastas expects that the forthcoming conference newsletter will generate additional requests for appearances. Funding from Budweiser, the Kemper Insurance Company, the Allstate Insurance Company, and McDonald's should help to offset the resulting costs to SADD. -56- (4) Project Graduation At the Secretary's Conference, Project Graduation presenters were approached by many participants who described similar programs they were attempting in their own States. Since the conference, Maine's Project Graduation has received considerable attention from inside and outside the State: 0 The State coordinator and one of the student presenters appeared on national television (the "TODAY Show") in May. 0 The second student presenter accepted an invitation to repre- sent Project Graduation and to serve as a member of the teen faculty at a Governor's Youth Conference held by the State of New Hampshire on May 5, 1983 (see page 45). 0 At the request of the Maine Department of Education, this same student introduced Project Graduation to two high schools in the State interested in joining the movement. 0 The adult leader who attended the Secretary‘s conference (formerly a State-level consultant to the program) will present Project Graduation at the Ohio Teen Institute this July. 0 Finally, inquiries about the program have doubled since 1982. Maine's students and program officials believe that the best response to these numerous, often time-consuming inquiries and requests, would be a set of two statewide conferences, one to assess youth needs and the second to showcase programs that hold promise of meeting these needs (see page 46). (5) The Peer Resource Education Program PREP has received statewide attention and many calls and letters from throughout Wisconsin since the Secretary's Conference. And since then, PREP students have been busy with the following conference-inspired activities: 0 Presenting PREP's goals and objectives to the Wisconsin Department of Transportation and the Ozaukee County Board. 0 Designing a state-level conference modeled after the Secretary's Conference for Youth. 0 Using their own program as a vehicle for SADD activities. 0 Designing a newsletter to be distributed statewide. In addition, both presenters have received pen—pal letters from conference participants. -57- (6) The Ohio Teen listitute Since returning from the Secretary's Conference, Robert Steele, Director of the Ohio Teen Institute, has received requests for information on OTI‘s Advisor Training Program as well as its teen training sessions from the fol- lowing States: 0 Indiana 0 Michigan 0 Oregon 0 South Carolina 0 Tennessee The two student presenters contacted have received pen-pal letters and one received requests for a poem she read at the closing ceremonies, but beyond this, no formal requests for time or materials. One of the presenters noted that she herself had borrowed an idea presented at the conference—putting warning cards in rental tuxedos; she got money for this purpose from a local funeral home and received publicity for her efforts in a local newspaper. (7) Operation Snowball Representatives from Operation Snowball also served as presenters and faculty at the Governor's Youth Conference on Alcohol and Traffic Safety held by the State of New Hampshire in May of this year. In addition, Opera- tion Snowball has received requests for information from Arkansas and Kentucky delegates. Honors have come to Operation Snowball as well. Since the close of the national conference, the Illinois program has received a National Council of Alcoholism Prevention Award and an unsolicited donation from the Kemper Insurance Company. (8) SODA As a result of the Secretary's Conference, the adult leader of the SODA group was invited to attend a statewide meeting of health educators, which involved some 500 participants. One of the student presenters accepted an invitation to present SODA at a statewide National Student Safety Program conference. This chapter represents only the "first word" on post—conference activities of participants and presenters. ADDITIONAL INFORMATION WILL BE PROVIDED IN FORTHCOMING CONFERENCE NEWSLETTERS. -58- CHAPTER SEVEN LESSONS CONFIRMED AND LESSONS LEARNED: OR GUIDELINES FOR CONDUCTING A SUCCESSFUL YOUTH CONFERENCE "Readiness is all," or at least a large part of the battle to conduct a successful conference of any sort. And certainly, students and superintendents across the country were ready for an event like the Secretary's Conference For Youth On Drinking And Driving. The topic is in the news daily; millions of people want to do something about it now; and students who are most vulnerable to the problem are also able to lead in its solution. The event was likely to be a great triumph. These very favorable circumstances notwithstanding, conference planners made a number of decisions and undertook a number of activities that contributed greatly to its success. This chapter summarizes the preceding text in an imperative form, thus trans- lating the narrative of conference planning, preparation, conduct, and follow-up into guidelines for the same. It also covers a few activities (e.g., volunteer pre— paration) that were undertaken by the Task Group but not mentioned in the pre— ceding text, mainly for the sake of verbal economy. Included too are worthy ideas that occurred or were suggested to the Task Group too late to be incorporated into the conference design. ' 1. ORGANIZE THE LEAD AGENCY FOR INTENSE CONFERENCE WORK (1) Within the lead agency, develop a strong Task Group to plan, prepare, and follow-up the conference. 0 Draft an experienced and dynamic leader to head the group, one capable of making quick decisions, providing prompt feed- back, and working effectively with other government units and outside organizations. 0 Establish a Task Group to handle the conference. Assure that this staff includes congenial individuals with complementary knowledge and skills bearing on the conference problem. Most important, assure that the Task Group includes at least one individual with extended and broad working experience within the department or agency. If possible and as needed, relieve Task Group members from ongoing responsibilities for agency work. 0 Define individual and joint tasks, work schedules, and schedules of deliverables, giving staff near control over their designated tasks. 0 Schedule regular meetings of the Task Group to maintain a full mutual grasp of progress and problems. -59- (2) Establish an extended working group representing all concerned orga- nizational units. 0 Identify organizational units with a possible interest in the conference and possible contributions to make. 0 Inform key staff of these other units about the conference and request their participation in appropriate segments of con— f erence work. 0 Hold regular meetings of this extended work group—first to define individual roles and to specify task schedules, and subsequently, to keep all members routinely informed of progress, directions, and issues. (3) Contact other units within the agency—protocol, public affairs, publi- cations, and policy offices, as needed. 0 Try to anticipate the need for involving these units and have a member of the Task Group initiate personal contact with appropriate staff well before their services or participation will be required. 0 Establish a mechanism, informal or formal, for keeping these units abreast of progress on conference issues of concern to them. (4) Keep department heads and other chief officials abreast of progress, directions, and issues. 0 Given that department heads and agency chiefs are interested and strongly committed to the proposed conference, keep them continuously informed of decision points, progress, and prob- lems, if any. 0 Through weekly meetings with their executive assistants or through written material, provide the leadership with this information, gain their assent, seek their continuing advice on policy issues, and maintain their continuing high interest in the project. Regular briefing of high level officials greatly facili- tates decision—making, which must be rapid on a project of this type. 2. INVOLVE OTHER DEPARTMENTS HAVING INTEREST IN THE CONFERENCE PROBLEM (1) Thoroughly analyze the nature of the problem(s) to be addressed at the conference. -60- (2) (3) (4) (5) (6) (7) Determine what other government departments, administrations, agencies, divisions, or commissions, etc., have an interest in the con- ference problem as a whole, some segment(s) thereof, or certain ramifications thereof. Inform these governmental units of the proposed conference and solicit their participation. Conduct face-to-face meetings with top officials and key staff of these units to determine what conference role they feel is consistent with their technical areas, available resources, and current priorities. Conduct further meetings with key staff to formalize conference responsibilities and specify a task schedule and schedule of deliv— erables, if appropriate. Establish a mechanism for ongoing communication between the lead agency and co~sponsoring agencies; encourage the prompt airing of any dissatisf actions; and above all, strive to give co-sponsors a strong and continuing sense of joint "ownership" of the conference. Assure that some member of the Task Group becomes informed about relevant activities of co-sponsoring agencies: intramural studies, grant programs, contracts, previous conferences, publications, and so on. INVOLVE ORGANIZATIONS AND INDIVIDUALS IN THE FIELD (1) (2) (3) (4) (5) Publicize the proposed conference extensively in the media to stimulate the curiosity and concern of organizations and individuals in the field. Those with great interest will come forward on their own initiative, thus abbreviating and simplifying the task of making con- tact with concerned parties. Identify additional organizations and individuals with a possible interest in the proposed conference. Solicit their response to the proposed conference; seek their advice, support, knowledge of additional resources, and any relevant mate- rials they may have to share. Establish a mechanism for communicating with key organizations and individuals to inform them of progress, seek their further advice, and thank them for their contributions. Avoid entanglements with organizations having so rigid a view of the conference problem that an exchange of ideas and solutions is vir— tually impossible. -61— 4. PLAN AS PRECISELY AS POSSIBLE, SEEKING AGREEMENT ON CONFERENCE CONTENT, FLOW, PRESENTERS, AND PARTICIPANTS (1) (2) Give the conference a clear and meaningful shape. Develop a clear understanding of the purposes of the con- ference. Identify conference themes. Design the preliminary agenda. Remember, a conference involving youth probably works best if goal-oriented. The con- f erence should have a meaningful beginning, middle, and end— understandable to all. If products are desired from partici~ pants, the flow of the entire conference should be directed toward this end. Having developed a clearer notion of the preliminary con- ference agenda, hold working sessions involving consumers (students in this case), professional resource people, repre- sentatives from national organizations, and involved govern- mental units. Most important, be prepared to use their contributions and act on their suggestions, modifying the original conception of the conference to some degree, if appropriate. Define and select suitable presenters. As soon as possible, define the likely responsibilities of con- ference presenters. As emphasized throughout this document, youth are capable of undertaking the majority of tasks involved in conducting a conference of this kind and, for the reasons elaborated, should be invited to do so. Develop screening criteria to assure that candidate presenters have the potential of satisfying conference purposes. Seek nominations for presenters from individuals involved in the planning sessions and others, as appropriate, but make no promises and be prepared to withstand lobbying, if necessary. Visit and/or communicate with as many candidate presenters as possible. Develop further criteria for selecting specific presenters and alternates: e.g., desire for geographical diversity, for a complementary diversity of approaches, for presenters clearly capable of undertaking the full range of proposed responsi- bilities, and for presenters who appear capable of coming to quick terms with their egos and functioning almost immediately as members of a conference team. -62- 5. (3) Define and select suitable participants. Develop a mechanism for participant selection that makes full use of agencies closest to the candidate group, e.g., State and local school systems in the case of students. Develop criteria for participant selection with flexibility to accommodate the varying needs and resources of different States, counties, districts, cities, or other relevant jurisdic- tions. Establish a mechanism for communication between the con- ference Task Group and the agencies selecting candidates, if different. It is important that the Task Group understand why certain delegations or delegates were chosen above others, for inevitably, they will be asked to explain if not justify the selections. Moreover, this information on delegations gives them a first glance at the composition of the participant roster. PREPARE FOR THE CONFERENCE TO THE LAST DETAIL, ASSURING THAT ESTABLISHED PURPOSES WILL BE SERVED AND ANTICIPATING THE NEEDS OF ALL INVOLVED (1) Prepare presenters for conference work. Hold a meeting on the conference site, if possible, to accomplish the following: keep agency leadership informed of progress and aware of any unresolved issues; acquaint pre- senters with the facility; provide them with current plans for the content and flow of the conference; assure that they understand the exact nature and extent of their responsi— bilities; give them a chance to rehearse and view each others presentations; and give conference staff the opportunity to assure that presentations will be comparable in format, quality, and length. By the time of a preview meeting, a conference staff should be confident of its choices and committed to working with selected presenters, who, for their part, should be assured that the preview meeting is to be a true working session, not a competition and elimination process. Nevertheless, the preview meeting should be held enough in advance of the conference itself that alternate presenters could be prepared should any of the original group be unable to perform. If presenters are to be employed as a conference faculty, do everything possible to promote their cohesiveness. They should think of themselves first as conference faculty and only then as representatives of a specific model program. -53- Also, if teens are to function as a peer faculty, provide them with a consistent source of training and support at the Federal (or other appropriate) level, BUT RECOGNIZE THE IMPLICA- TIONS OF DOING SO. Specifically, recognize that as a peer faculty the students will be separated from their adult leaders and so may develop crises of confidence requiring considerable adult energy to assuage. Also, arrange for continuous support during the conference itself; reserve a room to serve as peer- faculty headquarters, where peer instructors can deposit their materials between sessions, talk with each other, and meet with trainers before each of their presentations. Do everything possible to prepare adult leaders for the sense of loss they may feel on being separated from "their kids." Most important, provide them with activities and responsibilities that tap their own capacities and occupy them fully and meaningfully during the student-run sessions. (2) Prepare participants for the conference. As soon as possible after their selection and acceptance, pro- vide students with a written orientation to the conference. If students are to come as members of a delegation, suggest activities that will help them develop group cohesiveness and start them on tasks that will be expected of them after the conference. Provide logistical information in painstaking detail to allay possible parental anxiety. Develop conference related information on individual partici— pants. This may be done simply by allowing space on the registration form for a description of the student's experience in dealing with the conference problem and his/her school activities, leadership positions, leadership training, and other possibly relevant pursuits. (3) Design and arrange for each component of the conference. Classify students first by sex and then by other characteristics that may have bearing on their participation in specific ses- sions of the conference, for instance: membership in a certain delegation; experienced with the conference problem or not; trained in leadership skills or not; student leader or not; and so forth. Identify the advantages and disadvantages of various groupings for specific sessions: e.g., homogeneous grouping of the experienced and inexperienced; grouping by delegation or grouping specifically designed to split delegations; grouping to assure a balance of males and females or to attain geographi- cal representativeness. -64— Select those groupings that appear most advantageous, then devise participant rosters for each session accordingly. (In devising sessions for the Secretary‘s Conference, considerable attention was paid to the needs of State delegations for exposure to the full range of program ideas and skills being presented and also for time to begin working on their transla- tion of program ideas into plans for local projects: to achieve the first purpose, delegations were split and distributed among simultaneous and comparable sessions; to achieve the second purpose, delegations were reunited.) Complete a participant matrix for each session, listing partici- pants along the vertical and key characteristics along the horizontal. Provided with such matrices for all sessions they are to lead, student faculty will be able to develop a quick sense of group or audience composition. Take special care to inform student faculty of any delegations or individuals who are participating in well-established pro— grams at home and so may have important experiences to share. (The few serious complaints about any segments of the Secretary's Conference came from students who were already participating in well—established programs for combatting drunk driving or preventing alcohol use/abuse among teens. Their dissatisfactions probably could have been minimized or avoided altogether had they been specifically recognized and invited to contribute to small group discussions and skills sessions.) (4) Prepare written conference materials. Describe the universe of information participants will need to function effectively at the conference. Determine what form such information should take—notebooks, bound copy, loose papers, etc., and make provisions for timely reproduction. Gather and develop the material needed for participant "notebooks." For instance, request presenters to submit pro- gram summaries for inclusion in the participant notebook and do so early enough to allow staff time to redraft submissions in a consistent form at. Organize participant "notebooks" to reflect the flow of the conference and the sequence of participants' information needs with maps, the agenda, and general information first, followed by information on the various sessions in their established order. Also, provide a complete table of contents not only for the "notebook" as a whole but for each section. -65— (5) (6) If it appears that conference documents and handouts will be exceedingly bulky, warn participants to equip themselves with empty suitcases appropriate for transporting this material or make other provisions to ease their burdens. Develop an appropriate and reliable approach for documenting con- ference meetings. Determine the form of documentation desired: verbatim transcripts of each session or summaries. Typically, in scientific meetings where individual investigators are reporting findings or discussing next steps in a research protocol, verbatim transcripts are required. But in exploratory meetings involving young people, where process is as important as pro— duct, sum maries are usually preferred. Identify the mechanism(s) that can best capture the content of the conference in the desired form. A fail—safe tape recording system with back-up note-taker is required for verbatim tran— scripts. Effective summaries may be achieved by an expe— rienced note-taker/writer or a duet of note-takers who can collaborate in writing up the session; or videotapes may be employed when there is no need to capture the proceedings in a form that can be easily transcribed to type. (Since adults were not allowed to view model presentations and other teen-run sessions at the Secretary's Conference, videotapes were an essential mechanism for conference documentation.) Attempt to gain the understanding and foster the good will of per- sonnel assigned to your function by the conference facility. As early as possible, brief assigned personnel on the nature and importance of the conference, trying to inspire their "owner- ship" of the function. In conjunction with assigned personnel, develop an agreeable mechanism for routine two-way communication, written as well as oral, if desired. If personnel are unaccustomed to large conferences involving numerous dignitaries and therefore unpredictable contingencies and inevitable last—minute changes, warn them repeatedly that such will doubtless occur and attempt to engage them in a pro- blem-solving approach to possible dilemmas. If numerous individuals will require a "walk-through" of the facility, group them so as to avoid needless repetitions on the part of assigned personnel. —66- (7) Prepare volunteer corps for conference work. 0 Identify all conference tasks for which volunteers will be needed, for example: registration, room monitoring, communi- cation, messages, information, etc. 0 Determine the number of people required to undertake these tasks and draft appropriate volunteers. (The possibility of volunteer service reduced the disappointment of the many concerned people whose adulthood disqualified them from participating in the Secretary's Conference or even attending youth-run sessions.) 0 Develop volunteer materials—a notebook with maps, job descriptions, and other vital information. 0 Conduct a volunteer briefing session. 6. CONDUCT TIMELY AND ENERGETIC FOLLOW-UP ACTIVITIES (1) (2) (3) (4) Remember, post—conference activities are just as important as all other phases of a goal-oriented conference and should be addressed with equal energy. Maintain contact with presenters and participants to track the impact of the conference and to develop additional information for assessing individual segments. 0 Soon after the conference, write each presenter and partici- pant a personal letter of thanks for their efforts. 0 Allowing sufficient time for presenters and participants to recover their energy and start on post-conference activities, write a second letter requesting information on their plans and accomplishments and inviting them to describe their reactions to the conference. To encourage response, offer specific incentives—e.g., the possibility of being featured in conference documents, which delegates may then use to generate endorse— ments and funding for their projects. Assure that all individuals who have contributed to the conference are thanked and provided with some form of feedback on its results-— reprints of newspaper and newsletter articles or, if appropriate, copies of the conference report. Disseminate conference documents to those individuals most likely to multiply and enhance its effects. -67— APPENDIX I APPENDIX 1(1) PARTICIPANTS IN FORMAL PLANNING MEETINGS FOR THE SECRETARY'S CONFERENCE FOR YOUTH ON DRINKING AND DRIVING SECRETARIAL INITIATIVE ON TEENAGE ALCOHOL ABUSE TASK GROUP Edward L. Kelly Coordinator National Institute on Alcohol Abuse and Alcoholism/DHHS 5600 Fishers Lane Room 16-105, Parklawn Building Rockville, Maryland 20857 Telephone: (301) 443-3885 Jeanne Trumble Deputy Coordinator National Institute on Alcohol Abuse and Alcoholism /DHHS 5600 Fishers .Lane Room 160-24, Parklawn Building Rockville, Maryland 20857 Telephone: (301) 443-2890 Heddy Hubbard Task Group Member National Institute on Alcohol Abuse and Alcoholism/DHHS 5600 Fishers Lane Room 160-02, Parklawn Building Rockville, Maryland 20857 Telephone: (301) 443-3864 Peter Vaslow Task Group Member National Institute on Alcohol Abuse and Alcoholism/DHHS 5600 Fishers Lane Room 12C-26, Parklawn Building Rockville, Maryland 20857 Telephone: (301) 443-4640 David Orchard Task Group Member National Institute on Alcohol Abuse and Alcoholism/DHHS 3600 Fishers Lane Room 120-26, Parklawn Building Rockville, Maryland 20857 Telephone: (301) 443-4640 Barbara Lubran Task Group Member National Institute on Alcohol Abuse and Alcoholism/DHHS 5600 Fishers Lane Room 160-17, Parklawn Building Rockville, Maryland 20857 Telephone: (301) 443-1284 APPENDIX 1(2) Susan Koehn Consultant National Institute on Alcohol Abuse and Alcoholism/DHHS 5600 Fishers Lane Room 16-105, Parklawn Building Rockville, Maryland 20857 Telephone: (301) 443-3885 FEDERAL AGENCY REPRESENTATIVES Dottie Keville Policy Coordinator Office of the Secretary/DHHS 200 Independence Avenue, S.W. Room 631H, 6th Floor, Hubert H. Humphrey Building Washington, D.C. 20201 Telephone: (202) 245-3160 Susan Rothenberger Special Assistant to the Assistant Secretary for Health Office of the Assistant Secretary for Health/PHS/DHHS 200 Independence Avenue, S.W. Room 716G, 7th Floor, Hubert H. Humphrey Building Washington, D.C. 20201 Telephone: (202) 245-1496 William Mayer, M.D. Administrator Alcohol, Drug Abuse, and Mental Health Administration/DHHS 5600 Fishers Lane Room 12-105, Parklawn Building Rockville, Maryland 20857 Telephone: (301) 443-4797 Diana Tabler Executive Assistant to the Administrator Alcohol, Drug Abuse, and Mental Health Administration/DHHS 5600 Fishers Lane Room 12-105, Parklawn Building Rockville, Maryland 20857 Telephone: (301) 443—4797 Dorynne Czechowicz, M.D. Assistant Director of Medical and Clinical Affairs Division of Community Assistance National Institute on Drug Abuse/ADAMHA/DHHS 5600 Fishers Lane Room 9-03, Parklawn Building Rockville, Maryland 20857 Telephone: (301) 443-6780 APPENDIX 1(3) Maureen Sullivan Public Health Advisor Prevention Division National Institute on Drug Abuse/ADAMHA/DHHS 5600 Fishers Lane Room 10A—30, Parklawn Building Rockville, Maryland 20857 Telephone: (301) 443—2450 Michael Fishman, MD. Assistant Director for Children and Youth Office of the Director National Institute of Mental Health/ADAMHA/DHHS 5600 Fishers Lane Room 17C-26, Parklawn Building Rockville, Maryland 20857 Telephone: (301) 443—5480 Luisa Pollard Children and Youth Specialist Office of the Director National Institute of Mental Health/ADAMHA/DHHS 5600 Fishers Lane Room 17C—26, Parklawn Building Rockville, Maryland 20857 Telephone: (301) 443-5480 James A. Kissko Special Assistant to the Deputy Assistant Secretary for Human Development Services Office of the Assistant Secretary for Human Development Services/DHHS 200 Independence Avenue, S.W. Room 309—F, 3rd Floor, Hubert H. Humphrey Building Washington, D.C. 20201 Telephone: (202) 472-5243 Robert Radford Director Youth Development Bureau Administration for Children, Youth and Family Office of the Assistant Secretary for Human Development Services/DHHS 400 6th Street, S.W. Room 3853 Washington, D.C. 20201 Telephone: (202) 755-0590 APPENDIX 1(4) Geraldine Norris, R.N. Director of Sudden Infant Death Syndrome Program Division of Maternal and Child Health Health Resources and Services Administration/DHHS 5600 Fishers Lane Room 7—36, Parklawn Building Rockville, Maryland 20857 Telephone: (301) 443-6600 Arthur S. Funke, Ph.D. Chief Psychologist Division of Maternal and Child Health Health Resources and Services Administration/DHHS 5600 Fishers Lane Room 7-36, Parklawn Building Rockville, Maryland 20857 Telephone: (301) 443-6600 Dennis Tolsma Acting Director Center for Health Promotion and Education Center for Disease Control/DHHS Building 14 Atlanta, Georgia 30333 Telephone: FTS 8-236—3111 Myles Doherty Director Office of Alcohol and Drug Abuse Education Program Department of Education 1651 Maryland Avenue, S.W. Washington, D.C. 20202 Telephone: (202) 472-7777 Joan Pizza Assistant to the Director Office of Alcohol and Drug Abuse Education Program Department of Education 1651 Maryland Avenue, S.W. Washington, D.C. 20202 Telephone: (202) 472-7777 Jerome Byrnes Program Analyst Office of Alcohol Countermeasures National Highway Traffic Safety Administration Department of Transportation t treet, . . Room 5130, NASSIF Building (NTS—21) Washington, D.C. 20950 Telephone: (202) 426-2180 APPENDIX 1(5) Leroy W. Dunn Educational Specialist/Traffic Safety Program Office of Alcohol Countermeasures National Highway Traffic Safety Administration Department of Transportation 400 7th Street, S.W. Room 5130, NASSIF Building (NTS—21) Washington, D.C. 20950 Telephone: (202) 426-0837 Michael Impellizari Program Coordinator Office of Alcohol Countermeasures National Highway Traffic Safety Administration Department of Transportation 400 7th Street, S.W. Room 5130, NASSIF Building (NTS-21) Washington, D.C. 20950 Telephone: (202) 426-2180 Hope Daugherty, M.D. Program Leader, 4-H Extension Service Department of Agriculture Room 5035, South Building Washington, D.C. 20250 Telephone: (202) 447-5853 VOLUNTARY GROUP/ASSOCIATION AND PRIVATE COMPANY REPRESENTATIVES Joanne Yurman Director of Prevention Education and Prevention Program National Council on Alcoholism 733 3rd Avenue New York, New York 10017 Telephone: (212) 986-4433 William Butynski, Ph.D. Executive Director National Association of State Alcohol and Drug Abuse Directors (NASADAD) 918 F Street, N.W. Suite 400 Washington, D.C. 20004 Telephone: (202) 7 83-6868 Joyce Nalepka Associate Director National Federation of Parents for Drug Free Youth 1820 Franwell Avenue Silver Spring, Maryland 20902 Telephone: (301) 649-7100 Carolyn Waymack Meetings Coordinator Future Homemakers of America 1910 Association Drive Reston, Virginia 22091 Telephone: (703) 476-4900 Charlotte Vayda Sun Company 100 Matson ord Road Radnor, Pennsylvania 19087 Telephone: (215) 293-6265 STUDENTS AND EDUCATORS/LEADERS Thomas McGovern Governor's Highway Safety Bureau Representing Project BASE 100 Charles River Plaza Boston, Massachusetts 02114 Telephone: (617) 727-5074 Beth Anderson Student-Project BASE Brookline, Massachusetts Kellie Barnette Student-Project BASE Brookline, Massachusetts Robert Anastas Founder Students Against Driving Drunk (SADD) 66 Diana Drive Marlboro, Massachusetts Telephone: (617) 481-3568 Jennifer Traylor Student-SA DD Westwood, Massachusetts APPENDIX 1(6) Dana Fokos Student—SADD Wayland, Massachusetts Carl Olson Student-SADD Wayland, Massachusetts Dennis Nelson Substance Abuse Coordinator Fairfax County Public Schools Devonshire Center 2831 Graham Road Falls Church, Virginia 22042 Telephone: (703) 698-7546 Pam Koski Student West Springfield Jeff Guynn Student Lake Braddock Susan Robertson Student Lake Braddock Sarah Danowski Student Lake Braddock Allison Weaver Student West Springfield John Griffin Student Herndon Lisa Linder Student Herndon APPENDIX 1(7) Ms. Anne Gottschalk Prevention Coordinator Howard County Health Department 9141 Baltimore National Pike Mac Alpine Center Ellicot City, Maryland 21043 Telephone: (301) 465—0127 Theresa Francomacaro Student—Students Helping Other People Howard County School System Brooke Mercer Student-Students Helping Other People Howard County School System Steven Chaconas Student-Students Helping Other People Howard County School System Doris Terry Health Education Specialist Division of Instruction Maryland Department of Education 200 West Baltimore Street Baltimore, Maryland 21201 Telephone: (301) 659-2321 Richard Wheeler Consultant Maryland Department of Education Richard Wheeler Associates, Inc. 7 Maple Street Randolph, Maine Telephone: (207) 582-3266 CONFERENCE COORDINATORS Mr. Willie Davis, President Ms. Suzanne Reuben, Project Manager Ms. Lois McBride, Consultant Ms. Lori Nelson, Logistics Coordinator Ms. Dale Williams, Logistics Coordinator Birch 6r Davis Associates, Inc. 8905 Fairview Road Suite 300 Silver Spring, Maryland 20910 Telephone: (301) 589—6760 APPENDIX 1(8) APPENDIX II APPENDIX H(1) STATE DELEGATIONS TO THE SECRETARY'S CONFERENCE FOR YOUTH ON DRINKING AND DRIVING CONFERENCE PARTICIPANTS* ALABAMA William H. Hawkins Jefferson County Board of Education 1014 North 22nd Street Birmingham, Alabama 35203 (205) 251-0247 Vicki Lee Hawkins Birmingham, Alabama Kyle Lee McLain Birmingham, Alabama Matthew S. Meadows Birmingham, Alabama Vicki Wates Gardendale, Alabama Peter T. Willis Morris, Alabama ALASKA Dennis W. Daggett Kenai Peninsula Borough School District P.O. Box 1200 Soldotna, Alaska 99669 (907) 262-5846 Karen E. Anderson Seward, Alaska Andrew Brunner Horn er, Alaska Mike McCown Soldotna, Alaska Keith Readnour Kenai, Alaska Robert A. Stephan Tyonek, Alaska ARIZONA Eldon Mailes Tempe Union High School District 500 W. Guadalupe Road Tempe, Arizona 85284 Kristen Bruesehoff Tempe, Arizona John Fees Tempe, Arizona Shawn Grif fen Tempe, Arizona Vicki Lawrence Tempe, Arizona Harry Payne Tempe, Arizona ARKANSAS James H. Ford Arkadelphia Public School 11th and Haddock Streets Arkadelphia, Arkansas 71923 (501) 246-5564 Kimberly Bennett Gurdon, Arkansas Shan Holloway Arkadelphia, Arkansas Cynthia Launius Arkadelphia, Arkansas Amy Malone Arkadelphia, Arkansas Dorian McCoy Arkadelphia, Arkansas * Superintendents are listed first, followed by students in the delegation. CALIFORNIA Frank J. Abbott Huntington Beach Union High School District 10251 Yorktown Avenue Huntington Beach, California 92646 (714)964-3339 Seana Eason Huntington Beach, California Brian Kelly Westminster, California Donald Lu Huntington Beach, California Kent Nossaman Fountain Valley, California Richard L. Zanelli, Jr. Westminster, California COLORADO Kirk P. Brady Jefferson County School Board 1760 Glen Dale Drive Lakewood, Colorado 80215 (303)893-5471 Katie Bareiss Littleton, Colorado Micaela J. Cronin Lakewood, Colorado Lisa Duddleson Edgewater, Colorado Martha Gooldy Lakewood, Colorado Amie McDonald Arvada, Colorado APPENDIX II(2) CONNECTICUT William J. Martin Old Saybrook Board of Education 50 Sheffield Street Old Saybrook, Connecticut 06475 (203)388-3587 Elizabeth A. Czepiel Old Saybrook, Connecticut Kerrie Petrucci Old Saybrook, Connecticut John Porriello Old Saybrook, Connecticut Sheila Royston Old Saybrook, Connecticut John E. Walsh, Jr. Old Saybrook, Connecticut DELAWARE Ray W. Christian Colonial School District Blount Road New Castle, Delaware 19720 (302) 323-2710 Leslie Cole New Castle, Delaware David Dillard New Castle, Delaware Tierney Michelle DuBard New Castle, Delaware Shauneen Linton New Castle, Delaware Stacy Mayhew New Castle, Delaware DISTRICT OF COLUMBIA Andrew Jenkins District of Columbia Public Schools 415 12th Street, N.W. Washington, D.C. 20004 (202) 724-4222 Kevin Smith Washington, D.C. FLORIDA R. Clem Churchwell Polk County Schools 1915 South Floral Avenue Bartow, Florida 33830 (813) 543-1511 Jessica Constance Brust Auburndale, Florida Andria Goldwire Lakeland, Florida Mia McKown Winter Haven, Florida Lucretia Meeks Babson Park, Florida Rhonda Northup Fort Meade, Florida APPENDIX 11(3) GEORGIA George Thompson Gwinnett County Board Of Education 52 Gwinnett Drive Lawrenceville, Georgia 30245 (404) 963-8651 Jason Adams Norcross, Georgia Rhonda L. Mixon Loganville, Georgia Robert Thomas Nash, Jr. Dacula, Georgia Mary Roderick Lawrenceville, Georgia Joseph T. Overton Norcross, Georgia HAWAII Flora Y. Takewa Instructional Services Student Personnel Services Sections 941 Hind Iuka Drive Honolulu, Hawaii 96821 (808) 373-2841 George Garcia Honolulu, Hawaii David J. Ige Honolulu, Hawaii Michelle Marie Murota Honolulu, Hawaii Todd G. Tajiri Honolulu, Hawaii Debbie Yokota Honolulu, Hawaii IDAHO Robert E. Dutton Kellogg Joint District 391 800 Bunker Avenue Kellogg, Idaho 83837 (208)784-1348 Dana Boyd Kellogg, Idaho Brenda Rinaldi Kellogg, Idaho David Roberts Kellogg, Idaho Michelle White Kellogg, Idaho Derek Zaugg Pinehurst, Idaho ILLINOIS Robert W. Shepherd Mattoon High School 100 North 22nd Street Mattoon, Illinois 61938 (217)235-5446 Charles Adams Mattoon, Illinois Steve Gibbons Mattoon, Illinois Emily Hanley Mattoon, Illinois Jerry Alan Lindley Mattoon, Illinois Cheri Prahl Mattoon, Illinois APPENDIX 11(4) INDIANA Walter A. Aldorisio Center Grove High School 2717 South Morgantown Road Greenwood, Indiana 46142 (317)422-5161 Tony Alderson Greenwood, Indiana Laura Byers Greenwood, Indiana Lisa M. Deem Greenwood, Indiana Todd Johnson Greenwood, Indiana Kelly Morris Greenwood, Indiana IOWA John T. Gannon Emmetsburg Community School District 16th 6: Grand Streets Emmetsburg, Iowa 50536 (712) 852-3201 Steven Cody Cylinder, Iowa Brenda Hughes Emmetsburg, Iowa Amy Kuivanen Emmetsburg, Iowa Michael D. Thompson Emmetsburg, Iowa Lisa Weir Emmetsburg, Iowa KANSAS Kirk Pope Salina South High School 730 East Magnolia Road Salina, Kansas 67401 (913) 827-9657 Angela Ballenger Salina, Kansas Diana Hammond Salina, Kansas Joni Harmon Salina, Kansas Eric Mattison Salina, Kansas Julie Mendell Salina, Kansas KENTUCKY Faurest Coogle Franklin County Public Schools 916 East Main Street Frankfort, Kentucky 40602 (502) 695—2460 Kevin Anderson Frankfort, Kentucky Timothy J. Conlin Frankfort, Kentucky Mark M. Mahoney Frankfort, Kentucky Kathy Robinson Frankfort, Kentucky Jennifer Wright Frankfort, Kentucky APPENDIX 11(5) LOUISIANA William E. Noonan ADAPP Valley Park Continuing Education Center 2928 College Drive Baton Rouge, Louisiana 70808 (504) 928—4729 Lance Belcher Baton Rouge, Louisiana Lisa Renee Desbian Baker, Louisiana Michael W. Dole Baton Rouge, Louisiana Shawn L. Pullum Baton Rouge, Louisiana Norma Scott Baker, Louisiana MAINE Kenneth Smith School Administrative District #17 2 Pine Street, Box 317 South Paris, Maine 04281 (207) 743—8972 Laurie Abbott West Paris, Maine Michelle Alberi South Paris, Maine Christopher C. Chadbourne South Paris, Maine Todd Cummings Oxford, Maine Georgia Rice Norway, Maine MASSACHUSETTS Richard A. Shurtleff East Longmeadow Public Schools 180 Maple Street East Longmeadow, Massachusetts 01028 (413)525—3436 Christopher Brown East Longmeadow, Massachusetts James D. Driscoll East Longmeadow, Massachusetts Cheryl Heath East Longmeadow, Massachusetts Brian Stevens East Longmeadow, Massachusetts Patricia Tarsa East Longmeadow, Massachusetts MARYLAND Stuart Berger Frederick County Public Schools 115 East Church Street Frederick, Maryland 21701 (301) 694-1310 Bryon D. Layman Rocky Ridge, Maryland Doug Marren Frederick, Maryland Michael E. Pue Rocky Ridge, Maryland Laura Reaver Emmitsburg, Maryland Stephen Richards Brunswick, Maryland APPENDIX 11(6) MICHIGAN W. Robert Docking East Lansing Public Schools 509 Burcham Drive East Lansing, Michigan 48823 (517)337-1781 Beth Blesch Okemos, Michigan Nora Brandstatter East Lansing, Michigan Daniel Edmonds East Lansing, Michigan Dan Goatley Haslett, Michigan Caleb Miller East Lansing, Michigan MINNESOTA Charles C. King North Branch High School District #138 320 Main Street North Branch, Minnesota 55056 ‘ (612) 674—7001 Vicki Collins Harris, Minnesota Stanley E. Kaufman Stacy, Minnesota Ranae Johnson North Branch, Minnesota Gerald R. Nelson Stacy, Minnesota Kathy Nordgaard North Branch, Minnesota MISSISSIPPI David L. Sheppard Laurel City Schools 700 Beacon Street, Box 288 Laurel, Mississippi 39440 (601) 428-4643 Anthony T. Hardy Laurel, Mississippi Lisa Marie Helton Laurel, Mississippi Lowell A. Howell Laurel, Mississippi Elizabeth Anne Smith Laurel, Mississippi Timothy Lawson Stanley Laurel, Mississippi MISSOURI Richard W. Negri Hazelwood School District Administration Building 15955 New Halls Ferry Road Florissant, Missouri 63031 (314) 921-4450 Joseph J. Frieda Florissant, Missouri A. Michelle Johnson Florissant, Missouri Scott Sissom Hazelwood, Missouri Julie Lynn Twillman St. Louis, Missouri Matthew Westerheide St. Louis, Missouri APPENDIX 11(7) MONTANA Jim A. Longin Havre Public Schools P.O. Box 7791 Havre, Montana 59501 (406) 265-4356 Thomas E. Flesche Havre, Montana Micheal Robert Frint Havre, Montana Michelle Longin Havre, Montana Nancy J. Roberson Havre, Montana Kathy Rothfusz Havre, Montana NEBRASKA Henry J. Hinrichs Scottsbluf f High School 313 East 27th Street Scottsbluff, Nebraska 69361 (308) 632-7146 Karma Rae Bird Scottsbluf f, Nebraska Jana Deboer Mitchell, Nebraska Jill Durnin Gering, Nebraska Bradford Hinrichs Gering, Nebraska John VanNewkirk Scottsbluf f, Nebraska NEVADA Ralph L. Cadwallader Clark County School District Division of Secondary Education 2832 East Flamingo Road Las Vegas, Nevada 89121 (702)736-5466 Ellis Blackmore, Jr. Las Vegas, Nevada Ramin Fathie Las Vegas, Nevada Susan Frank Las Vegas, Nevada Traci Ogas Las Vegas, Nevada Scott Stavrou Las Vegas, Nevada NEW HAMPSHIRE Gary E. Guzouskas N.H. Department of Education 64 North Main Street Concord, New Hampshire 03301 (603)271-3779 Michael Alt Littleton, New Hampshire Kim Cotton Keene, New Hampshire Mary McPhillips Windham, New Hampshire Scott Sargent Plymouth, New Hampshire Tiffany Wood Rye, New Hampshire APPENDIX 11(8) NEW JERSEY Albert J. Dietrich Toms River Board of Education 54 Washington Street Toms River, New Jersey 08753 (201) 341-9200 Kimberly Asch Toms River, New Jersey Eric Scott Guether Beachwood, New Jersey Helene L. Josovitz Toms River, New Jersey Gregg Scharnagl Toms River, New Jersey Steven W. Tumiski Toms River, New Jersey NEW MEXICO Manuel X. Aguilar Gadsden Independent School District P.O. Drawer 70 Anthony, New Mexico 88021 (505) 882-3531 Marisela B. Arellano La Mesa, New Mexico Tracy Barnes Anthony, New Mexico Martin Cajen Mesquite, New Mexico Pat Herrera Sunland Park, New Mexico Lourdes Nieto Anthony, New Mexico NEW YORK Norman Schwartz Syosset Central School District Pell Lane Syosset, New York 11791 (516)921-5500 Tracey Altman Woodbury, New York Nina Caplin Syossett, New York Deborah Doorey Syossett, New York Steve Dymant Syossett, New York Scott Feldman Woodbury, New York NORTH CAROLINA Pamela S. Mayer Chapel Hill—Carboro City Schools Lincoln Center Merritt Mill Road Chapel Hill, North Carolina 27514 (919) 967-8211 David Leon Cashwell Chapel Hill, North Carolina Kathleen Marie Gray Chapel Hill, North Carolina Robert "Bo" Howes Chapel Hill, North Carolina Laurie Toreson Chapel Hill, North Carolina Anne Vogt Chapel Hill, North Carolina APPENDIX 11(9) NORTH DAKOTA Frank J. Miller Special Services Department Grand Forks Public School 724 North Third Street Grand Forks, North Dakota 58201 (701)772-7189 Justin Gullekson Grand Forks, North Dakota Chad Nipstad Grand Forks, North Dakota Laura Phillips Grand Forks, North Dakota Patricia Sue Purpur Grand Forks, North Dakota Monica Wack Grand Forks, North Dakota OHIO Robert L. Frum Columbiana County School District 339 East Lincoln Way Lisbon, Ohio 44432 (216)424-9591 Gary Kustis Parma, Ohio Jamie Margulis South Euclid, Ohio Simone Riguad Wellsville, Ohio Jenny Sitler Columbiana, Ohio Arthur Willhite Warren, Ohio OKLAHOMA Burl Bartlett Kingfisher Public Schools P.O. Box 29 11th 6: Chisholm Kingfisher, Oklahoma 73750 (405) 375-4194 Brent Boutwell Kingfisher, Oklahoma Shari Gilmour Kingfisher, Oklahoma Andrea Kopp Kingfisher, Oklahoma Stephanie Sargent Kingfisher, Oklahoma Ronald L. Stewart Kingfisher, Oklahoma OREGON Lane E. DuBose Hillsboro UHS #3 645 N.E. Lincoln Hillsboro, Oregon 97123 (503) 640-4604 Kelley Clarke Aloha, Oregon Stacy Holbrook Beaverton, Oregon Karen Karlbom Hillsboro, Oregon Darcie Joanne Krussman Hillsboro, Oregon Hollie Mc Coun Hillsboro, Oregon APPENDIX 11(10) PENNSYLVANIA Leo J. Gesante Hollisdayburg Area School District 201 Jackson Street Hollisdayburg, Pennsylvania 16648 (814) 695—5584 Stanford Broder Hollisdayburg, Pennsylvania Peter H. Fall Hollisdayburg, Pennsylvania Terriann Laskey Duncansville, Pennsylvania Margaret K. Lytle Duncansville, Pennsylvania Angela Popp Hollisdayburg, Pennsylvania PUERTO RICO Linda Acevedo de Gomez Distrito Escolar Caguas Apartado 8189 Caguas, Puerto Rico 00625 (809) 743-0272 Olivero Rivera Davila Caguas, Puerto Rico Jacob Echevarria Del Valle Caguas, Puerto Rico Diana Veguilla Flores Caguas, Puerto Rico Jackeline Gomez Diaz Gurabo, Puerto Rico Caroline Colon Rodriguez Gardens Cougas, Puerto Rico RHODE ISLAND Bennett H. Plotkin South Kingstown School Department 71 Columbia Street Wakefield, Rhode Island 02879 (401) 783-5581 Joel Brown Peace Dale, Rhode Island Daniel W. Ferrigno Peace Dale, Rhode Island Erin Finn Wakefield, Rhode Island Christine Judge Wakefield, Rhode Island Frederick J. Wilson Wakefield, Rhode Island SOUTH CAROLINA Carolyn S. Humphries Darlington County School District 255 Blue Street Darlington, South Carolina 29532 (803)393-0478 Melanie Carmichael Hartsville, South Carolina Al Ferrara Davis Darlington, South Carolina Robert L. Grooms Lamar, South Carolina Samantha Stanley Darlington, South Carolina John Talbert Windham Lamar, South Carolina APPENDIX II(11) SOUTH DAKOTA Donald L. Meyer Redfield Public School P.O. Box 560 Redfield, South Dakota 57469 (605)472-0560 Barbara Kay Bush Redfield, South Dakota Kristine Ehrich Zell, South Dakota Mary J. Miles Onida, South Dakota Tamara S. Newman Redfield, South Dakota Kathy Paulsen Ethan, South Dakota TENNESSEE Jimmy L. Fleming Sullivan County Department of Education P.O. Box 306 Blountville, Tennessee 37617 (615)323-4181 Kim Arnold Bluff City, Tennessee Kenny M. Carter Kingsport, Tennessee David Glenn Davenport Kingsport, Tennessee Kristi Fuller Kingsport, Tennessee Todd Helms Blountville, Tennessee TEXAS Robert C. Lane Marshall Senior High School 1900 Maverick Drive Marshall, Texas 75670 214-938—3311 Arthur Anderson Marshall, Texas Todd Fit ts Marshall, Texas Cheryl Anita Johnson Marshall, Texas Michelle Page Marshall, Texas Stephanie M. Wilborn Marshall, Texas UTAH Raymond W. Whittenburg Jordan School District 9361 South 400 East Sandy, Utah 84070 (801) 566-1521 Jo Ann Cavanah Sandy, Utah Paul V. Hailstone Salt Lake City, Utah Brian Hewitt Salt Lake City, Utah Heidi Madrian Salt Lake City, Utah Bradley John Mortimer Salt Lake City, Utah APPENDIX II(12) VERMONT Donald Banchick Southwest Vermont Supervisory 604 Main Street Bennington, Vermont 05201 (802) 447-7501 Amy Belongia Arlington, Vermont Jim R. Farnum Bennington, Vermont Diane J. Fisk Bennington, Vermont Sandra LeBlanc Woodford, Vermont Stephan Witt Arlington, Vermont VIRGINIA William C. Bosher Henrico County Schools 201 East Nine Mile Road Highland Springs, Virginia 23075 (804) 737-3481 Julie D. Coppedge Highland Springs, Virginia Deborah Lynn Holder Richmond, Virginia Suzanne Petres Richmond, Virginia Bradley Paul Smith Sanston, Virginia Desiney Yvette Weaver Richmond, Virginia WASHINGTON Rodney C. Hermes Mukilteo School District No. 6 9401 Sharon Drive Everett, Washington 98204 (206) 353-7977 Blair R. Czarnetzke Everett, Washington Rick McMahon Lynwood, Washington David K. Nagel Edmonds, Washington Bruce Potter Everett, Washington Brenda M. Young Everett, Washington WEST VIRGINIA Robert G. Bonar Calhoun County High School Grantsville, West Virginia 26147 (304) 354—6148 Michael H. Hanlin Chloe, West Virginia Debra Lee Heiney Grantsville, West Virginia Susan M. Lantz Big Springs, West Virginia Richard. H. Roder Grantsville, West Virginia Jeffrey Taylor Grantsville, West Virginia APPENDIX 11(13) WISCONSIN Jack W. Schleisman West High School 30 Ash Street Madison, Wisconsin 53705 (608) 267-7005 Julie Draxler Madison, Wisconsin Barbara Hoeft Appleton, Wisconsin Deborah Krause Appleton, Wisconsin Tamara L. Minter Madison, Wisconsin Diane Richards Madison, Wisconsin Kim Schleisman Madison, Wisconsin WYOMING Linda Brown Riverton High School 2001 West Sunset Riverton, Wyoming 82501 (307) 856-9491 Jeanne H. Bessey Riverton, Wyoming Ricci Dee DeLapp Riverton, Wyoming Kenneth L. Morrison Riverton, Wyoming Barb Romero Riverton, Wyoming James Dale Rottweiler Riverton, Wyoming DEPARTMENT OF DEFENSE Bill R. Perry Fort Campbell High School South Carolina Avenue & Chaffe Road Fort Campbell, Kentucky 42223 (502) 439—1781 Shelby LaFaye Alexander Fort Campbell, Kentucky Mark Allen Freitag Fort Campbell, Kentucky Peter LeHardy Fort Campbell, Kentucky Kimberly Thompson Fort Campbell, Kentucky Wanda Webster Fort Campbell, Kentucky PRIVATELY SPONSORED GROUP John W. Vanderfield Smithfield, Utah Ruth Checketts Logan, Utah Randy Eck Smithfield, Utah L. J. Godfrey Smithfield, Utah Michael Sandd Smithfield, Utah Chris Larsen Salt Lake City, Utah APPENDIX 11(14) BUREAU OF INDIAN AFFAIRS Richard J. Bordeaux Cheyenne-Eagle Butte School Eagle Butte, South Dakota 57625 (605) 964-8722 DeAnne D. Dolphus Eagle Butte, South Dakota Zachary Ducheneaux Gettysburg, South Dakota Majorie Gunville White Horse, South Dakota Bryce Hall Eagle Butte, South Dakota Wade Kingfisher Eagle Butte, South Dakota PRIVATELY SPONSORED INDIVIDUALS Jeffrey A. Calavan Aloha, Oregon Charles Hayes Olympia, Washington Thomas Hayes Olympia, Washington Dr. Gary Bloomfield Olympia, Washington OTHER PRESENTERS Omaha Magic Theater 1417 Farnam Street Omaha, Nebraska 68102 Dr. Thomas Goedeke Superintendent of Schools For Howard County 10910 Route 108 Department of Education Building Ellicott City, Maryland 21043 Ms. Sally Keeler Community Relations Coordinator Montgomery County Public Schools 850 Hungerford Drive, Room 112 Rockville, Maryland 20850 Trooper John Mittman Washington State Patrol East 7421 1st Avenue Spokane, Washington 99206 Mr. Don Newcombe Woodland Hills, California Mr. Kevin 'I‘unnell Fairfax, Virginia APPENDIX 11(15) APPENDIX HI APPENDIX mu) MODEL PROGRAMS FEATURED AT THE SECRETARY'S CONFERENCE FOR YOUTH ON DRINKING AND DRIVING CONTROL FACTOR Dr. John W. Palmer c/o Control Factor Youth Overinvolvement Project Center For Driver Education And Safety St. Cloud, Minnesota 56301 Work Phone: 612-255-4251 Mr. Steven R. Bruchman Princeton Senior High School 807 South 8th Avenue Princeton, Minnesota 55371 Work phone: 612—389-4100 John K. Blood (student) Michelle Heiderscheidt (student) NATIONAL STUDENT SAFETY PROGRAM Mr. Robert Ulrich c/o National Student Safety Program Humphreys 213 Safety Department W0 Central Missouri State University Warrensburg, Missouri 64093 Work Phone: 816-429-4626 Rodney Ruiz (student) Roger T. Wiles (student) OHIO TEEN INSTITUTE Mr. Robert L. Steele Ohio Department of Health Teenage Institute for the Prevention of Alcohol and Other Drug Abuse Division of Alcoholism P.O. Box 118 Columbus, Ohio 43216 Work phone: 614—466-3445 Maria Chand (student) Robert Dean (student) OHIO TEEN INSTITUTE (Contimled) Sally Hurd (student) Susy Rotkis (student) Jill Scarpellini (student) OPERATION SNOWBALL Mr. Gary L. Green Sangamon Menard Alcoholism and Drugs Council 723 South Fifth Springfield, Illinois 62704 Work phone: 217-544-9858 Jayne Cuff (student) Darla Utley (student) PREP (PEER RESOURCE EDUCATION PROGRAM) Ms. Brenda Stanislawski c/o PREP Ozaukee Council On Alcohol And Other Drug Abuse 125 North Franklin Avenue Port Washington, Wisconsin 53074 Work Phone: 414—284-3144 Ms. Gail Bruss Ozaukee Council on Alcohol and Other Drug Abuse 125 North Franklin Street Port Washington, Wisconsin 53074 Work phone: 414—284-3144 Jennifer J enkyns (student) Suzanne L. Scherbert (student) SADD (STUDENTS AGAINST DRIVING DRUNK) Mr. Robert Anastas 66 Diana Drive Marlboro, Massachusetts 01752 Work phone: 617-481-3568 Paris Brown (student) Erin Donovan (student) Dana Fokos (student) Carl F. Olson (student) Paul Pacific (student) APPENDIX 111(2) SHOP (STUDENTS HELPING OTHER PEOPLE) Ms. Joyce E. Gilliece 4001 Jumper Hill Lane Ellicott City, Maryland 21043 Work phone: 301—988-9593 Kenneth H. McGlynn 3410 Courthouse Drive Ellicott City, Maryland 21043 Work phone: 301-992-2230 Steve Chaconas (student) Theresa Francomacaro (student) Kelly Gilliece (student) Julie Heffner (student) Brooke Mercer (student) Karinna Newmister (student) SODA (SOUTHERN OREGON DRUG AWARENESS) Ms. Bonnie R. Brown Talbert Medford Senior High School 1900 North Keeneway Medford, Oregon 97501 Work phone: 503-776-8752 Tracy Ridgeway (student) Erik Tollefson (student) PROJECT GRADUATION Ms. Corrine Allen The Division of Alcohol and Drug Education Services Stevens School Complex State House Station 57 Augusta, Maine 04333 Work phone: 207-289-3876 Ms. Janice Isaly c/o Project Graduation The Division of Alcohol and Drug Education Services Stevens School Complex State House Station 57 Augusta, Maine 04333 Work Phone: 207-289-3876 Lisa Ellrich (student) Michael Rice (student) APPENDIX 111(3) OTHER PRESENTEBB Omaha Magic Theater 1417 Putnam Street Omaha, Nebraska 68102 Dr. Thomas Goedeke Superintendent of Schools For Howard County 10910 Route 108 Department of Education Building Ellieott City, Maryland 21043 Ms. Sally Keeler Com munity Relations Coordinator Montgomery County Public Schools 850 Pkmgerford Drive, Room 112 Rockville, Maryland 20850 Trooper John Mittman Washington State Patrol East 7421 lst Avenue Spokane, Washington 99206 Mr. Don Newcombe Woodland Hills, California Mr. Kevin Tunnell Fairfax, Virginia APPENDIX 111(4) APPENDIX 1v(1) APPENDIX IV ILLUSTBA'HVE TASK PLAN Conferencing involves numerous tasks requiring scores of steps and substeps. Although the illustrative task plan provided in the following pages is not rendered in minute detail, it does include most of the major steps, if not the substeps, that were undertaken in planning, conducting, and following up the Secretary's Confer— ence for Youth on Drinking and Driving. Introduced sequentially, many of the tasks were of course pursued simultaneously. Thus, one staff member developed the meeting plan and rooming list while another arranged ground and air transpor- tation. From time to time, work on certain tasks stalled as responses were awaited from presenters, participants, commercial concerns, and other involved parties. Staff thus temporarily delayed reassigned themselves or were reassigned to help with any intense activity needed to complete other tasks at that particular time. Given the many delays experienced and the flexible staffing patterns employed, it is difficult and even misleading to specify calendar and person days required to complete individual tasks. It should be useful to know that one coordinator and nine professional staff members shared responsibility for completing the work out— lined in the task plan. Approximately four months elapsed from the first formal planning meeting until the conference and three and one-half months from the conference to the final drafting of the conference report. Certainly, anyone embarking on a project of this kind must establish a schedule for the completion of conference tasks. Nevertheless, all staff should be prepared for considerable slack time on early tasks and a resulting need to condense later tasks into exceedingly tight time frames. These circumstances prevailing, it is essential that the project team be composed of self-motivating, mutually suppor— tive members, willing to "jump in" and help with somebody else's designated tasks whenever their own work loads are relatively light. APPENDIX IV(2) TASK STEPS COHHENTS' A. CONFERENCE PLANNING I. Conduct Planning Meetings Identify appropriate members and the NIAAA Task Force Group met leader for core planning group and numerous times each week until schedule meetings on regular basis. the conference. Identify appropriate participants Members of the extended planning for an extended planning group, if ’ group were called together for three desired, and schedule meetings as formal planning meetings: first at needed. the end of November to discuss the process of holding a large youth conference; again in mid-December to discuss content issues and resources for the Secretary's Conference; and then in the beginning of January to identify presenters and resource persons for the conference. 11. Develop Conference Agenda Clarify goals and objectives of the The purposes of the conference were conference. clear from the start: inform, instruct, and motivate youth to fight against Determine the components needed to drinking and driving in their communi- realize these goals and objectives. ties. But the extent to which youth would run the conference was not fully Devise the agenda accordingly; realized until the preview meeting submit to appropriate planners for itself. Staffing adjustments, role review and comment; revise as clarification, and quick adjustments indicated. were then required of all involved in the conference. 111. Select Preview Meeting Consider ambiance; adequacy of The National 4-H Center, just outside And Conference site(s) accommodations, dining facilities, Washington, D-C-: was selected as an and meeting space; availability of appropriate site because it caters to needed equipment and supplies; the young, was equipped to accommodate . . . all presenters and participants, and special serVLces; responsiveness was prepared to provide them with fre- °f personnel; and °°SC' quent snacks as well as three on—site meals a day. Select and secure most advanta- geous site(s). ' - This column is devoted to examples from the Secretary's Conference for Youth on Drinking and Driving. APPENDIX IV (3) TASK STEPS COMMENTS IV. VI. Select, Invite, And Inform Conference Participants Select, Invite, And Inform Conference Presenters And Also Speakers For Open- ing And Closing Ceremonies Conduct Preview Meeting, If Desired Develop selection criteria. Devise selection mechanism. Conduct selection process. Design and mail formal invitation letters to selected participants. Develop and mail other conference materials as needed--registration forms, orientation package, logis— tics information, travel tickets, etc. (See succeeding steps.) Develop screening criteria. solicit nominations for presenters and speakers from all involved in the planning process and from other concerned individuals and organi— zations. Contact or visit candidates. Develop presenter selection criteria. Select speakers, presenters, and alternates. Hail invitation letters to speakers and presenters, including registra- tion forms, if appropriate. Hail thank-you letters to unsuc- cessful candidates. Clarify purposes of meeting. Mmdfipuddmma Prepare and mail invitation package for preview meeting, including a request for summaries from present- ing groups and preview—meeting registration form. Selection criteria were kept general so that State and local officials could exercise their judgment about the best possible representatives from their area. Since two Federal depart— ments, 50 States, four other jurisdic- tions, and numerous local officials were involved in selecting and inviting participants, the process took some- what longer than expected and the sub— sequent informing of participants had to be condensed into an abbreviated time frame, with considerable pressure on conference staff as a result. The screening process, devised to admit potential presenters, involved clear- cut criteria; youth-run-program dealing with alcohol problems of youth, espec— ially drinking and driving. The selection criteria were necessarily tentative and flexible to assure a spectrum of programs and presenters that would work well together. A preview meeting was considered essential for the Secretary's Confer- ence given the youth of the presenters and the heavy responsibility they were to bear for the entire conference. The meeting was used to improve presenta— tions, to instruct the young people in APPENDIX IV (4) TASKS STEPS COMMENTS 4—“ VI. Conduct Preview Meeting Process presenter registration forms. their many conference tasks, and to provide them with a common source Arrange presenter travel to the of continuing support. conference. Determine ground transportation needs of all presenters and negotiate for same with selected ground trans- portation company. Arrange for lodging, meals, and meeting rooms with conference site personnel. Submit final rooming list and meeting plan to conference site personnel. Mail follow-up information packages to presenters, including the agenda for the meeting, an orientation to the event, airline tickets, and a request for a final list of their needs for specific supplies and equipment. Order needed supplies, equipment, and services for the preview meeting —-flipcharts, pens, videotaping equipment or services, etc. Develop a notebook or handouts for the preview meeting, including a synopsis of each model, updated information on the conference, and information about the facility. VII. Develop A Conference Slogan solicit ideas from all involved in A conference slogan and logo are highly And Logo, And Produce the planning process. visible and thus subject to wide criti- Conference Accoutrement Narrow field and seek input from cism; also, they must be available for planners and presenters. use on all conference accoutrement. Accordingly, from their earliest meet- Select and design slogan and logo. ings the Task Group worked to develop APPENDIX IV (5) TASKS STEPS COMMENTS VII. VIII. IX. Develop A Conference Slogan And Logo, And Produce Conference Accoutrement Develop Written Conference Material And Assemble Handouts, Develop A Plan For Conference Documentation Using the conference slogan and logo as major elements in the design, produce signs, name badges, place cards, banners, and other conference accoutrement. Determine scope and format for parti— cipant materials—-loose—leaf notebook, bound copy, portfolios. Be certain to include in these materials all needed practical information, a description of the components and flow of the conference, and back- ground material. Negotiate a preliminary production agreement with printer or production staff. Identify and contact sources of needed material~-government agencies, private or nonprofit organizations, universities, etc. Collect and draft conference material for inclusion in participant "note- book." Assemble "notebook" and finalize production schedule. Identify, order, and assemble material for display tables. Determine desired form of documen- tation-~summaries, verbatim trans- cript, edited transcript. . . Identify staff and resources needed to document conference. Develop a tentative document publi— cation and dissemination plan. an acceptable slogan and logo, which were not cast in final form until after the preview meeting, where input was gained from presenters. Detailed conference materials cannot be produced in final form until all aspects of the conference have been arranged. For example, the "note- book" should include participant lists for each session of the conf- erence which usually cannot be finalized until a week or so before the conference. Anticipating this situation, conference staff outlined the conference notebook as early as possible, produced individual sections when the needed material became avail- able, advised the production staff and selected printer of the scope of the document and alerted them to the quick—response, quick-turnaround work that would be required to produce it. Once it was decided that the youth- run session would be restricted to young people and superintendents, the original plan for conference documen- tation, which relied on adult note- takers, had to be abandoned. A conbination of videotaping, note— taking by participants, and participant feedback replaced the adult observers/ recorders. APPENDIX IV (6) TASKS STEPS COMMENTS E. II. PRE-CONFERENCE LOGISTICS I. Make Travel Arrangements For Presenters, Speakers, And Participants Prepare And Negotiate Rooming List, Meal Arrangements, Pro— visions For Snacks, And Meeting Plan with Personnel Of The Conference Facility Process registration forms. Make follow—up calls to non— responding invitees. Negotiate with travel agency to arrange long distance travel to conference. Develop arrival and departure schedule for all invitees. Negotiate with selected ground transportation company to provide needed local transportation, as indicated by the arrival/ departure schedule. Hail additional information packages to participants, pre— senters, and speakers, including agenda and travel tickets. Determine requirements for lodging, meals and snacks, meeting rooms, assembly halls, and other facilities down to the last detail. Draft and submit rooming list, meal list, meeting plan, and other infor— mation to facility staff. Negotiate with facility staff to assure that the needs of all partic— ipants will be met, then submit final lists. More attention should have been paid to the special needs of delegates from distant time zones off major transportation lines. APPENDIX IV (7) TASKS STEPS COMMENTS III. Develop Participant Rosters For Each Session of The Conference IV. Arrange For Publicity V. Develop Detailed Plans For Conference Implementation And Management Determine the most advantageous group— ings for each session; criteria might include geographic proximity of parti— cipants, their experience with the problem, or their own choice of session, among many others. Employing selected criteria, develop participant rosters for each session. Arrange press coverage. Arrange television coverage. Invite other publicists, as appropriate. Develop a detailed chronology of all conference activities, indicating locations for all components and sessions. Catalogue staffing and resources required for all components and sessions. Develop job descriptions, resource lists, and written policies and pro- cedures for staff assigned to each component and session of the conference. Provide chief coordinator with master plan for the entire conference, indicat— ing what is going on where with what staff and resources during all time slots. Deve10p plan for communication between conference coordinator and his/her staff——walkie-talkies, runners, special telephone lines, etc. The protracted process of selecting participants for the Secretary's Conference did not leave sufficient time for analyzing their background data and grouping them with this in mind. Moreover, other considerations figured very heavily in the placement of participants. For future confer- ences, a determined effort will be made to consider experience as well, and if groups are composed of both inexperienced and experienced parti- cipants, care will be taken to recog- nize the accomplishments of the latter. APPENDIX IV (8 ) TASKS STEPS COMMENTS VI. Recruit And Brief Volunteers C. CONFERENCE LOGISTICS 1. Prepare Conference Site And Organize Conference Materials II. Implement Conference Manage— ment Plan Identify tasks for which volunteers will be employed. Recruit volunteers and prepare volunteer rosters for all conference activities. Prepare volunteer briefing package, in- cluding a map of the facility, conference agenda, job descriptions, resource lists, etc. Conduct a joint staff-volunteer briefing session. Receive deliveries of notebooks, resource materials, and other supplies and equipment. Oversee installation of telephones, computers, public address system, audio—visual equipment, etc. Organize and transport other supplies to conference site-—signs, banners, badges, pens, flip charts and paper, etc. Set up and supply rooms and stations as needed throughout the conference-- registration tables, information booths, assembly halls, media center, press room, meeting rooms, etc. Assure that all needed supplies are in place. Check the functioning of all equipment. Follow established procedures for regis- tration, greeting speakers and other dig— nitaries, monitoring rooms, documenting proceedings, and other specified tasks. The Task Group was able to offer volunteer service to the disappointed adults who were not allowed to participate in the conference. APPENDIX IV (9) TASKS STEPS COMMENTS D. POST-CONFERENCE LOGISTICS I. Walk Through Conference Rooms To Assure That Nothing Has Been Left Behind And All Is In Good Order II. Attend To Business Remaining with All Commercial Concerns III. Attend To Financial Matters E. CONFERENCE FOLLOW-UP 1. Observe Standard Rules Of Etiquette 11. Develop Information On Reception And Impact Of The Conference Review videotapes and other commercial documentation of conference proceedings and order reproductions, if desired. Return all rental equipment. Receive and review invoices. Negotiate refunds and payment schedules, if necessary. Pay bills. Reimburse participants, speakers, or presenters for any extraordinary, covered expenses. Send thank—you letters to presenters, speakers, and participants. Send thank-you letters to all who contributed to conference planning or assisted in conference conduct. Send information letters to all who may be affected by post-conference activities, e.g., State governors, agency officials, school principals. . . Send participants and presenters a follow-up memo, requesting feedback on the conference (what they liked, didn't like, what recommendations they have for future conferences) and infor- mation on their post-conference activities. Because conference participants used the last hours of the conference to develop and report on their project plans, no time was available for them to contemplate and evaluate the event. The post conference request worked well, with over 35 delegations re— porting in the three months following the conference. APPENDIX IV (10) TASKS STEPS COMMENTS II. III. Develop Information On Reception And Impact of The Conference Develop Conference Documents Establish a center for continuing connunication with participants and presenters, if desired. Define nature and scope of confer- ence documents--report, newsletters, etc. Define primary audiences for confer- erence documents. Review all conference documentation—- videotapes, sound tapes, notes, presenter materials, reports and feedback from presenters and participants, etc. Outline. draft, review, redraft, and produce conference documents. Distribute conference documents to members of primary audiences. APPENDIX V (1) APPENDIX V PARTICIPANT LOGISTICS AND ORIENTATION LETTER MEMORANDUM TO: Conference Participants FROM: Suzanne H. Reuben, Project Director Birch ac Davis Associates, Inc. DATE: February 14, 1983 SUBJECT: Logistics Information on the Secretary's Conference for Youth on Drinking and Driving, March 26-28, 1983 We at Birch 6( Davis Associates, Inc. are pleased to be providing logistics and administrative support services to the National Institute on Alcohol Abuse and Alcoholism (NIAAA) for the Secretary's Conference for Youth on Drinking and Driving. This memorandum describes conference arrangements in the following areas: Conference Location Conference Activities Participant Registration Accommodations Telephone Travel What to Bring Conference Regulations We want to establish clear lines of communication concerning this conference. We feel that it is imperative that parents understand that this conference is being conducted primarily by students, but that adults are available as resource and sup- port personnel. Any questions on the information provided in this memorandum or other concerns about the conference content, procedures, rules and regulations, or logistics arrangements may be directed to Logistics Coordinators Ms. Lori Nelson and Ms. Dale Williams or me at: NIAAA Secretary's Youth Conference Birch 6c Davis Associates, Inc. 8905 Fairview Road, Suite 300 Silver Spring, Maryland 20910 (301) 589-6760 Other members of our staff may be contacting you concerning your travel and lodging arrangements. We look forward to working with you and to helping you to have a pleasant and useful learning experience in Washington. APPENDIX V ( 2) CONFERENCE LOCATION—The conference will be held at the National 4-H Center, located at 7100 Connecticut Avenue, Chevy Chase, Maryland 20815. CONFERENCE ACTIVITIES—The conference will run from Saturday afternoon, March 26, 1983 to Monday afternoon, March 28, 1983. It is intended to provide participants with exposure to a wide variety of current student initiatives con— cerning youth and drinking and driving. Conference activities have been designed to inform, to encourage networking, and to provide basic skills so that, following the conference, each State delegation will be prepared to work together to launch drinking and driving prevention and intervention activities in their own school districts. We also have planned a number of social activities—a get-acquainted dance on Saturday evening, a non—denominational religious service on Sunday morning, and a guided bus tour of Washington, D.C. on Sunday afternoon. A detailed conference agenda will be sent to you nearer the conference date. PARTICIPANT REGISTRATION—Registration forms are enclosed; it is essential that these forms are completed and returned to us no later than March 3, 1983 to ensure that your group's travel and accommodations arrangements will be made and communicated to you prior to the conference. A postage-paid envelope is provided. You will notice that the superintendent's registration form differs slightly from those for students. A parental consent form is attached to each student registration form. The information requested will help us get in touch with a student's parents or next of kin should an emergency arise during the con- ference. We need the home addresses and phone numbers of all participants so that follow-up contact can be made directly. We will copy all such post-confer- ence correspondence to the superintendent's offices so that each school district will be kept abreast of what is being communicated to student representatives. ACCOMMODATIONS—Students and superintendents will be housed in double sleeping rooms with private baths. Both students and superintendents have the option of selecting a roommate. If a roommate preference is not expressed, we will house students with others from nearby states. Superintendents also will be paired with others from nearby states as possible. Sleeping rooms are at a pre- mium at the 4—H Center, so we cannot provide single sleeping rooms for any con- f erence participants. In some cases, we can add a roll—away bed to a double room should three boys or three girls from your school district wish to room together. Boys and girls will be housed on separate floors of the dormitory during the conference. If your state delegation must arrive on Friday evening, we will house you near the 4-H Center and transfer you to the Center on Saturday morning for the remainder of your stay. TELEPHONES—Sleeping rooms at the 4—H Center do not have telephones. The telephone number of the 4-H Center Switchboard (open 24 hours a day) is (301) 656-9000. This number should be used only during the conference. All other tele- phone calls concerning the conference should be directed to Birch 6: Davis Associ- ates, Inc. TRAVEL—Since each State delegation will be traveling as a group, we will send airline or train tickets for a_ll members of each delegation to each superintendent at his/her office. We will attempt to schedule long distance travel as close to APPENDIX V(3) participants' preferred travel times as possible. Thus, coach class airline or train travel and ground transportation costs in Washington will be prepaid by Birch 6c Davis Associates, Inc. Once tickets are issued, we cannot change travel reserva- tions, except to substitute a name should a student be unable to attend and an alternate representative is named. Any expenses associated with changing travel times are the responsibility of the individual conference participant or his/her school district. Superintendents and the parents of students participants will be responsible for ground transportation costs from the school districts to the airline/train terminal before and after the conference. WHAT TO BRING-High temperatures in Washington, D.C. at the end of March range between 40-55° F with cooler temperatures at night. You will need a winter coat, sweaters, and comfortable walking shoes. There will be an informal dance on Saturday night; on Sunday there will be a sightseeing tour and an optional non- denominational religious service. All meals and conference sessions will be informal. Personal items, including toilet articles (toothpaste, hair dryers, shampoo, skin care products, etc.) must be brought from home. Soap and towels will be pro- vided. Safety deposit boxes will be available at the Front Desk; participants will be responsible for valuables brought to the conference. CONFERENCE REGULATIONS--A member of the 4-H Center staff will speak with all conference participants during the first conference session to outline the Center's operating procedures. However, we wish to inform you at this time of the following 4-H Center and conference regulations: 0 For security, all outside doors to the Center are locked at 12:00 mid— night Sunday through Thursday, and at 1:00 a.m. Friday and Saturday. 0 In case of a medical emergency, all participants under the age of 18 must be accompanied by a group coordinator or adult for treatment at a hospital or doctor's office. 0 Name tags must be worn when on the grounds of the Center. 0 Smoking is not permitted during the conference meetings. 0 Student participants may not leave the Center grounds unless accompanied by conference staff or their school superintendent. o The use of drugs or alcoholic beverages during the Conference will result in immediate ejection of the individual(s) involved. Should any member of a delegation violate this rule, parents and the school superintendent will be notified. APPENDIX V (4) February 17, 1983 Dear Student, Welcome to program planning, organizational development, networking, and public relations! These are just some of the skills you will be gaining or strengthening at the Secretary's Conference for Youth on Drinking and Driving. You and your parents may be interested to know that you are one of 270 high school Freshmen, Sophomores, and Juniors invited to participate in the Confer- ence. As a group, Conference participants represent all 50 States, the District of Columbia, Puerto Rico, American schools in Europe, and American Indian schools. You come from school districts distinguished by their determination to combat the drinking-driving problem and their willingness to promote programs designed and run by youth fig; youth. As individuals, Conference participants are recognized or potential school leaders, generally popular and well regarded by peers. The Secretary's Conference will prepare you to use your personal and group strengths to combat drinking and driving among young people in your community and, eventually, in your State as a whole. At the Conference, you will be exposed to eight highly successful student-run programs for reducing alcohol-related fatal- ities and injuries; these model programs will be described by the students who designed or now operate them. You will also attend skills workshops to enhance your capacities for program development and administration, public relations, public education, and community networking. In addition, you will absorb a tre- mendous amount of information by watching media presentations of various sorts, listening to speeches, participating in small group discussions, and reading a variety of literature provided at the Conference. In short, State delegations will leave the Conference with a wide spectrum of ideas and equipped with the skills necessary to initiate drunk-driving deterrence efforts suitable for the young people in their own communities. The Conference will be an intense learning experience for all involved. But there will be some relief—games, dances, snacks, tours, and so forth. Attached are some suggested activities your delegation may undertake in pre- paring for the Conference. These are suggestions only. You need not attempt all of them; pick what seems most useful to your group. If your group has had con- siderable experience with drinking-driving deterrence programs, you may want to devise activities of your own. Whatever you do, start functioning as a group— planning together, dividing responsibilities, and reporting back to each other. Enjoy your preparatory work! We look forward to the start of a great Conference. See you there! APPENDIX V (5) HOW TO PREPARE FOR THE CONFERENCE l. ATTEND ANY GROUP MEETINGS CALLED BY YOUR SUPERINTENDENT Your superintendent will be communicating with all of you. Be sure to attend any formal meetings the superintendent holds. Prepare for such meetings by reading and rereading the enclosed Conference information, discussing all Conference materials with your parents, and listing any questions that you have. Also, spend some time trying to formulate your goals—what you want to get from the Confer- ence, what you have to give, and so on. 2. GET TOGETHER ON YOUR OWN—BECOME A COHESIVE GROUP As you know, State delegations to the Conference are composed of five students— all from the same school district. Conference planners had a good reason for con- centrating on one locality in each State. The idea is for you to operate as a group, to become the working nucleus for teen—run drinking-driving deterrence programs in your district and, eventually, in your State. Members of your delegation may all be from the same school or may be from two or even more schools. You may be friends, acquaintances, strangers, or even rivals. Whatever the case, it is essential that you learn to work well together. To do so, you must get acquainted or reacquainted. If your parents are willing and if it seems comfortable, you might want to gather at each others' houses a few times before the Conference or choose a central gathering point—the meeting room of a public library, church, or school; a cafeteria; restaurant; or other congenial loca- tion. You might consider the following activities for your group meetings: 0 Get To Know Each Other—When you are getting acquainted or reac— quainted, share your knowledge of the topic, your school's involve- ments, and past experiences with drinking and driving deterrence programs; encourage other members of your group to do the same. 0 Conduct A Talent And Preference Inventory Of Your Delegation—A11 delegates to the Conference are recognized or potential student leaders, many with interests and talents in common. Nevertheless, members of your group may make special contributions: some of you may prefer to speak, others to write; one of you may be an artist, a photographer, or an amateur media specialist; another may have a knack for public relations. One of the first steps you can take in becoming an effective working group is to inventory your talents and skills. This way, you will be able to divide the work of program plan- ning to the satisfaction of all and come up with the best possible results for time and energy spent. APPENDIX V (6) 0 Establish Preliminary Goals For Your Delegation—Determine what your group wants to accomplish before the Conference and what you expect to gain from the Conference. Share your hopes and concerns, as well as your ideas. 0 View Films—A list of films on the dangers of drinking and driving might be available from media specialists at your school or local libraries, your school district's media office, local alcoholism treat— ment and prevention programs, or media departments at local com- munity colleges or universities. You might be able to get one or more of these films on short notice and arrange for a group viewing and discussion. 3. PUBLICIZE THE CONFERENCE IN YOUR OWN SCHOOIS Invite the principal, counselors, and teachers to a meeting. Tell them about the Conference and request their advice on how you can get as much as possible from your experience in Washington. Remember—they have all attended numerous con- ferences and should be able to give you some good tips. Also, find out how your teachers, counselors, and administrators might be able to help when you return. There are all kinds of possibilities—your drama teacher might be willing to put on a play dealing with the problems of alcoholism; your English teacher might be able to include a relevant novel in the curriculum; your driver education teacher might have access to materials; and your counselors might help you start a peer assis- tance program. In addition, you might attempt a presentation before the Student Government Association, other student groups, a meeting of the Parent-Student—Teacher Asso- ciation, church groups, and so forth. Just a brief description of the Conference and a request for support should be enough to spark interest. You can tell all upon your return in a follow-up presentation. (1) Press Release The following is a sample press release that you might find helpful when con- tacting your local school and community newspapers. Just fill in the blanks with appropriate student, school, and school district names. 4. DEVELOP DRINKING AND DRIVING INFORMATION CENTERS IN YOUR SCHOOL AND LOCAL PUBLIC LIBRARIES Talk to the reference librarians at your school and public libraries. Tell them about the Conference and ask if they would be interested in establishing a drinking-driving information center. Inventory their holdings on drinking and driving and begin to collect additional information for the centers. You will receive materials at the Conference—flyers, bibliographies, and so forth, but you may want to get a head start on this project and, at the same time, to educate yourself further on the problem of drinking and driving. APPENDIX V ( 7) SAMPLE PRESS RELEASE FIVE AREA TEENS TO ATTEND NATIONAL CONFERENCE ON DRINKING AND DRIVING Five teens from School District have been selected to [represent the State of at a Secretarial Conference for Youth on Drinking and Driving, sponsored by the Federal Department of Health and Human Services and co-sponsored by the Departments of Education, Transportation, and Agriculture. The conference is one component of a national initiative to prevent alcohol abuse among teenagers and especially to help reduce the number of teenage deaths and injuries caused each year by drinking and driving. and of High School, and , , and of High will attend the gathering of youth from across the country to be held March 26-28 at the National 4-H Center in Chevy Chase, Maryland, just outside Washington, D.C. At the Center, the young people will learn about a number of successful teen-run programs for combatting drinking and driving, a dangerous combination that annually kills some 10,000 teens and young people and injures 40,000 more. Youth will dominate the conference, presenting model programs to their peers and instructing them in the skills needed to develop, implement, and maintain local drinking-driving deterrence programs. Joined by Superintendent students from the School District will round out their con erence experience with an action planning ses- sion, identifying the steps they will take to convert their knowledge and enthusi- asm into effective programs for youth throughout County and the State. The School District was honored with the opportunity to send repre- sentatives to the conference because of its expressed commitment to solving the problem of drinking and driving among the young, its interest in fostering student- run programs, and its willingness to share program methods with other school districts throughout the State. The student representatives, all Freshmen, Sopho- mores, or Juniors, are recognized leaders in their schools. Superintendent notes that the most successful student efforts to combat drinking and driving have benefited from the support of local government, voluntary groups, parents' organizations, business leaders, and others in the com- munity. Accordingly, upon their return, the representatives will hold a meeting to share their ideas with all interested parties. If you or members of your organization would like to join the School District's campaign against drinking and driving, please contact for more information. APPENDIX V ( 8) You can begin with the following information sources: 0 State Alcoholism Authority-The information switchboard for your State Capital should be able to provide you with the name of the alcohol agency in your State. Contact the agency, explain your mis- sion, and ask them for materials and a description of the services that they provide. 0 National Agencies And Organizations—A number of large, national organizations concentrate on the problem of alcoholism, highway safety, and/or youth. For a start, you might contact one or more of the major sources of information listed on the following page. 0 Local Individuals, Associations, Agencies—A number of the national organizations listed (YMCA, Boy's Clubs of America, Red Cross, for example) have local affiliates who can be immediate sources of information for your group. Also, your city council, mayor's office, local service agencies, media specialists, school principals, coun- selors, and others may have information for the center or the names and addresses of promising local sources. DON'T FORGET: USE THE YELLOW PAGES. LOOK UNDER ORGANIZATIONS AND ASSOCIA- TIONS. CALL ANY GROUPS THAT MAY BE INVOLVED IN ALCO- HOLISM, MENTAL HEALTH, YOUTH, OR HIGHWAY SAFETY ACTIVITIES. 5. NETWORK "To network" is a new verb in our language. It does not appear in many recent dictionaries and your English teachers may not approve. But to people in program and community development, "networking" is a very important concept. "To net- work" is to make connections, to make contact with heads of organizations, busi- ness people, and professionals who have access to large groups of people. Your first step is to get word of your activities to these influential people. Ask them whether they've heard about the Secretarial Conference for Youth on Drink- ing and Driving, and explain your part. Emphasize the importance of community support for teen-run programs and invite them to join any community meetings you may hold after the Conference. Assess their willingness to help and the resources they have to offer. IMPORTANT: Whenever you start networking (before or after the Conference), be sure to keep good records. An index file or notebook of contacts is helpful. Each entry should indicate the date of the contact, the name of person you spoke to, his/her organizational affiliation, his/her role, the content of the conversation, materials to be received or sent, and plans for further communication. Also, avoid multiple approaches to the same organization or individual: either assign one person the task of networking or divide the networking task itself—e.g., Ann calls people in education, Ed professionals in alcoholism and drug abuse prevention, Jane all insurance people, and so on. Alcoholics Anonymous World Services, Inc. P.O. Box 182 Madison Square Station New York, New York 10010 American Automobile Association Foundation for Traffic Safety 811 Gatehouse Road Falls Church, Virginia 22042 American National Red Cross Youth Division 17th and E Streets, N.W. Washington, D.C. 20006 Boy's Clubs of America 771 First Avenue New York, New York 10017 Distilled Spirits Council of the United States, Inc. 1300 Pennsylvania Building Washington, D.C. 20004 Education Commission of the States 300 Lincoln Tower 1860 Lincoln Street Denver, Colorado 80295 National Association of Secondary School Principals Office of Student Activities 1904 Association Drive Reston, Virginia 22091 National Clearinghouse for Alcohol Information P.O. Box 2345 Rockville, Maryland 20852 National Clearinghouse on Drug Abuse Information P.O. Box 416 Kensington, Maryland 20795 APPENDIX V(9) National Clearinghouse for Mental Health Information Rm. 11A—21 5600 Fishers Lane Rockville, Maryland The National PTA Alcohol Education Publications 700 N. Rush Street Chicago, Illinois 60611 National Council on Alcoholism 733 Third Avenue New York, New York 10017 National YMCA — Values Education Center 6801 South La Grange Road La Grange, Illinois 60525 Texas Commission on Alcoholism Film and Literature Section 809 Sam Houston State Office Building Austin, Texas 78701 U.S. Brewers Association, Inc. 1750 K Street, N.W. Washington, D.C. 20006 Department of Transportation National Highway Traffic Safety Administration Distribution Office Washington, D.C. 20590 Wisconsin Clearinghouse for Alcohol and Other Drug Information 1954 E. Washington Avenue Madison, Wisconsin 53704 APPENDIX V (10) 6. LEARN AS MUCH AS YOU CAN AND SHARE WHATEVER YOU LEARN In setting up the information centers and in networking, you will learn an incredi— ble amount about alcohol abuse, alcoholism, drinking and driving in a very short time. Share your knowledge with other members of the group. Let everybody see or, better, have a copy of major documents. You might later consider dividing the learning task, letting one person take alcohol effects, another State and local leg- islation or other government activities, another countermeasures, etc. then hold group workshops and seminars to share your new knowledge. You shouldn't feel compelled to pursue all of these suggestions before the Confer- ence. But, at the very least, you should make it a point to attend any formal meetings. The more you organize yourselves as a group, the better your Confer- ence experience will be, so try to pursue some of these other suggestions as much as you can before the Conference. Secretary's Conference for Youth SATURDAY, MARCH 26, 1983 1:00 p.m. - 3:00 p.m. 3:00 p.m. — 4:30 p.m. 4:30 p.m. - 6:00 p.m. 6:00 p.m. - 7:00 p.m. 7:30 p.m. - 9:00 p.m. Chevy Chase, Maryland APPENDIX VI (JCHIFIHREJHSE AKEEIUDAL for On Drinking and Driving National 4-H Center 7100 Connecticut Avenue 20815 March 26-28, 1983 Opening Ceremonies Room Check-In Snacks Model Program Presentations Supper Model Program Presentations Continued APPENDIX VI(l) Room Beatrice Assembly Hall Missouri Room Ohio Room See Room Assignment Sheets Dining Hall See Room Assignment Sheets 9:00 p.m. - 12:00 p.m. Dance and Game Room Beatrice Assembly Hall Activities SUNDAY, MARCH 27, 1983 7:00 a.m. - 8:30 a.m. Breakfast 8:45 a.m. - 9:30 a.m. 8:30 a.m. - 9:45 a.m. 9:45 a.m. - 11:45 a.m. 12:00 a.m. — 12:45 p.m. 1:00 p.m. - 3:00 p.m. Ecumenical Religious Service Available Late Breakfast Available Small Group Model Discussions (13 Concurrent Sessions) Lunch Concurrent Sessions 0 Student Skills Sessions (8 Concurrent Sessions) 0 Superintendents Dining Hall Missouri Room Ohio Room See Room Assignment Sheets Dining Hall See Room Assignment Sheets Maryland Room SUNDAY, MARCH 27, 1983 (continued) 3:00 p.m. - 6:00 p.m. 6:00 p.m. — 7:00 p.m. 7:00 p.m. - 9:00 p.m. 9:00 p.m. 11:00 p.m. Film And Bus Tour Of Washington, D.C. Supper State Caucus-—Action Planning (13 Concurrent Sessions) Presentation by Omaha Magic Theater APPENDIX VI(2) Ohio Room Dining Hall See Room Assignment Sheets Beatrice Assembly Hall MONDAY, MARCH 28, 1983 7:00 a.m. - 8:30 a.m. 8:30 a.m. - 10:30 a.m. 10:30 a.m. - 11:00 a.m. 11:00 a.m. - 12:00 p.m. 12:00 p.m. Breakfast Action Plan Report Workshops (13 Concurrent Sessions) Break, Snacks Closing Ceremony Lunch Available Dining Hall See Room Assignment Sheets Ohio Room Dining Hall APPENDIX v11 APPENDIX VII(1) DETAILED PROFILE OF MODEL PROGRAMS FEATURED AT THE SECRETARY'S CONFERENCE FOR YOUTH ON DRINKING AND DRIVING PROGRAM MODELS—SUMMARY SHEETS A. Control Factor B. National Student Safety Program C. Students Against Driving Drunk (SADD) D. Project Graduation E. Peer Resource Education Program (PREP) F. Ohio Teen Institute G. Operation Snowball H. Southern Oregon Drug Awareness (SODA) . APPENDIX VII(2) THE CONTROL FACTOR OVERVIEW The Control Factor trains selected young people to conduct alcohol safety educa— tion programs in the schools. PHILOSOPHY The Control Factor can best be understood by the phrase "Young people can have a positive impact on other young people‘s behavior." Such a statement epitomizes the program's commitment to the concept of positive peer pressure. GOAIS AND OBJECTIVES 0 To identify: . - The roles played by alcohol in motor vehicle accidents - Values, attitudes, and feelings about alcohol use in a driving situation - Strategies or control factors that help young drivers handle drinking and driving situations 0 To practice with youth the process of decision-making in response to simu- lated drinking and driving situations. MEMBERSHIP Students should be assertive, articulate, able to relate well to peers, and must: 0 Be recommended to the program by a principal, teacher, driver edu— cation instructor, or other adult in the know 0 Be at least a junior in high school 0 Be a resident of the State of Minnesota 0 Possess a valid Minnesota driver's license ORGANIZATIONAL STRUCTURE State coordination, regional leadership seminars, local advisors and teams of peer leaders make up the organizational structure of the Control Factor. APPENDIX VII(3) TRAINING Training is conducted at 10 sites throughout the State which are convenient to the majority of school districts. Once students have been accepted as candidate instructors, they attend one—day youth leadership training seminars where they learn about the role alcohol plays in society, the risks of driving drunk, and how to handle the drinking-driving situation. Students also receive training on how to conduct peer education programs directed at youth drinking and driving in their local school districts. Students then return to the local school district to plan, conduct, and evaluate specific in-school peer educational programs on drinking and driving. IMPLEMENTATION] ACTIVl'l‘IES/ APPROACHES After establishing eligibility criteria to assist local school district personnel in identifying potential peer leaders, an advisory group recommended that training be conducted on a regional basis. Five thousand promotional brochures announcing The Control Factor were distributed to Minnesota school districts. Leadership seminars were filled, and student training and participation in The Control Factor began. This system continues. Principal activities and approaches present in the Control Factor's operation are its regional training seminars and local on-site peer education programs. COST The Control Factor's fiscal 1982 budget was $20,000 with additional support coming in the form of volunteers from various State agencies and interest groups. Based on an estimate of 7,500 participants and a total budget of $88,000, the cost per participant for fiscal 1983 is estimated at $11.73. Plans for fiscal 1984 project 15,000 participants at a cost of $6.00 each. RESOURCES The Control Factor is supported by the State and sponsored by school districts. Linkage with community prevention network is anticipated. RESULTS/EVALUATION Subjective evaluative data support objective findings that The Control Factor impacts on young drivers' attitudes towards drinking and driving; participants overwhelmingly endorse the program's content and methodology. FOLLOW-UP Students receive both pre-and post-training tests and complete an exit question- naire; graduates receive a newsletter on a regular basis. APPENDIX VII(4) STRENGTHS/LIABILITIES 0 Primary focus on youth drinking and driving problem 0 Involves peers as the leaders of an enjoyable educational experience 0 Is a classroom instructional program utilizing multiple presentation materials and media 0 Validated through pre- and post-testing 0 Format and content permit use in a variety of subject areas 0 Peer leaders can be prepared in one-day leadership seminars 0 Peer leadership is not a full-time commitment o Complements both general presentation programs and other efforts addressing the drinking-driving problem 0 Voluntary, low-pressure organizational structure 0 State-coordinated with little or no cost to local programs or schools PROJECT MATERIALS The Control Factor publishes promotional brochures, educational materials, and training kits. CONTACT John W. Palmer Whitney House St. Cloud State University St. Cloud, Minnesota 56301 Joseph Meyerring - State Department of Education Rex Morrison - Minnesota Safety Council APPENDIX vn(5) NATIONAL STUDENT SAFETY PROGRAM (NSSP) OVERVIEW NSSP is a national resource program for students wishing to initiate safety projects in their schools. PHILOSOPHY The NSSP believes that student participation in community projects of social con- sequence is key to developing a sense of responsibility to others and that students have the desire, resourcefulness, and ability to contribute significantly to solving current problems. GOALS AND OBJECTIVES The NSSP is committed to assisting students who want to plan and carry out safety activities within their respective schools and communities. MEMBERSHIPS—mechanisms, criteria NSSP members are junior and senior high school students across the country. The lead organization in the school may be the Student Council, the Driver Education Club, a separate NSSP club, or other school group. Many State student safety organizations affiliate with NSSP. ORGANIZATIONAL STRUCTURE NSSP is a program of the American Driver and Traffic Safety Education Associa- tion with activities coordinated by the Safety Center at Central Missouri State University. NSSP has three national officers elected at an Annual Conference. In addition, there is a: 0 Board of Directors (two from each of six regions in the United States) 0 Liaison Officer to the American Driver and Traffic Safety Education Association 0 Adult Advisory Board appointed by the Liaison Officer 0 Executive Director—Dr. Robert Ulrich TRAINING NSSP provides no direct training unless provided by its Consultant Service. It does provide activity lists and a series of "how to" guideline sheets. Activities are shared and discussed at the Annual Conference each year. APPENDIX VII(6) IMPLEMENTATION/AMI APPROACHES 0 Awards program for outstanding safety activities 0 Annual conference 0 "The Price is High"—an assembly program for high school students which focuses on drinking and driving. Involves participants in deci- sion-making and provides peer information sharing in a relaxed atmosphere. Modeled after TV show "The Price Is Right," with a game-show format. 0 Consultant Service--Professional educators are available for confer- ences and workshops 0 Information services for member schools COSTS 0 Membership fee in NSSP is $10.00 per year per school 0 NSSP is funded by: membership fees and a registration fee at the annual conference 0 Materials for "THE PRICE IS HIGH" are available on a free loan basis RESOURCES o For "THE PRICE IS HIGH": - Assembly program arrangements - Projector - 16mm - Overhead projector - Student participants - Posters, signs, etc. - Sponsor to help with rehearsals - Often a police officer or alcohol expert to answer questions after presentation FOLLOW-UP NSSP publishes a newsletter featuring items about program activities and confer- ences. Student groups discuss successful activities during the annual conference. APPENDIX v11(7) RESULTS/EVALUATION Student discussions in classes following film (Driver Education, Social Studies, Health, etc.) o Pre-post knowledge tests are available 0 Student rating/evaluation/sheet 0 Activities by schools are evaluated by a panel of safety experts SPRENGTHS/HABEMES o Attempts to get peer groups involved 0 Promotes discussion of "What Could You Do?" and "What Would You Do?" in alcohol—related driving situations. 0 Gets students involved in making "sound decisions about drinking and driving." PROJECT MATERIALS 0 "The Price is High"—materials are available onloan (script, film, transparencies) from: Dr. Frank Masten The Missouri Safety Center Central Missouri State University Warrensburg, Missouri 64093 0 Flyer—NSSP 0 Suggested Activities List 0 "How to" Sheets for co-curricular activities 0 Newsletter CONTACT Mr. Robert Ulrich c/o National Student Safety Program Humphreys 213 Safety Department Central Missouri State University Warrensburg, Missouri 64093 APPENDIX VII(8) STUDENTS AGAINST DRIVING DRUNK (SADD) OVERVIEW SADD is a peer—organized, peer-run program to deter drunk driving by teenagers and others in the community. PHILOSOPHY SADD's slogan is: "If we can dream it—-it can be done." SADD's organizers believe that given the necessary information, leadership, and inspiration, high school students everywhere can lead in the prevention of their own alcohol—related high- way injuries and fatalities. SADD assumes that most eligible teenagers will drive and, at times, will be faced with situations involving drinking and driving. The premise of SADD's approach to the drinking-driving problem is that students will be better able to avoid DWI situ- ations if they know about the psychological and physiological effects of alcohol, understand how alcohol influences driving performance, appreciate the potentially serious consequences of drinking and driving, have explored and assessed their own attitudes and behaviors with regard to drinking and driving, and have planned ways to cope with or avoid likely drinking and driving situations for themselves and others. GOALS/OBJECTIVES The SADD program is organized to educate students about the problem of drinking and driving and to help each student become aware of the alcohol problem as its exists at local, State, and national levels. SADD has four goals: 0 To help eliminate drunk driving and so save lives 0 To alert high school students to the dangers of drinking and driving locally and across the country and to mobilize these students to eliminate the number one killer facing them—death due to drinking and driving 0 To conduct community awareness programs 0 To organize peer counseling programs to help students concerned about alcohol problems MEMBERSHIP SADD is open to all high school students. Membership is gained by completing the course on drinking, drugs, and driving, if offered, or participating in other SADD activities. APPENDIX VII(9) ORGANIZATAIONAL STRUCTURE TRAINING Planning committee of students, teachers, and administrators A student president, vice-president, secretary, treasurer, and public relations person Working force of 50 student members None needed. IMPLEMENTATION/ACTIVITIES To implement a SADD chapter, a school should: Select several key students from the school. Select officers from this group for president, vice president, secre- tary, and treasurer; also select a good public relations person to send out press releases and make contacts in the community. Conduct a SADD Day, perhaps featuring an assembly with speakers on drunk driving. During SADD day, pass out literature on driving and drinking, for example, the Parent-Student Contract and fact sheets; also circulate membership sign-up sheets to establish work force. Pass out SADD buttons in school colors. Organize a SADD Chapter to conduct: - Public awareness programs - Junior Prom Alcohol Awareness Program - Junior Week Alcohol Awareness Program - Parent Alcohol Awareness Program - Junior High Alcohol Awareness Program Key SADD components are: A SADD promotion day. A 15-session program of classroom activities and exercises dealing with drinking and driving. A Parenthtudent Contract designed to open up communication and to protect teenagers from driving under the influence or being a pas- senger in a car driven by a drunk driver. Students pledge to call parents for advice or transportation at any hour from any place if they are ever in a situation where they have had too much to drink or APPENDIX vn(1o) the person driving them has had too much to drink. The parents, in turn, agree to provide transportation home, or taxi fare home, at any hour or any place with no questions asked or argument given. Discus— sion at a later time, of course, would be appropriate. In addition, parents agree to seek safe, sober transportation home if they or the person driving them has had too much to drink. 0 Parent alcohol awareness program to promote the Parent-Teen con— tract. . Drinking-driving program for high school juniors and seniors (e.g., graduation program) 0 Seminar for seniors dealing with life away from home, problems they may encounter upon entering college, and how to spread SADD to col- lege students. COSTS Costs are defrayed by typical student fundraising activities. RESOURCES Mainly student power, with assistance from teachers, administrators, and parents, and with support from community leaders, charities, and nonprofit organizations among others. RESULTS/EVALUATION Results and evaluation of the program are measured in endorsements, which have come from individuals and organizations across the country and around the world, and in replications, which now number 6,000 chapters in 22 States reaching three million students. Statements have been issued by the Governors of Massachusetts, Connecticut, and Indiana proclaiming SADD weeks in their State. Many other governors are now planning similar activites. PROJECT MATERIALS 0 Course outline for 15-session classroom program 0 Agenda for SADD program day 0 Formats for Junior, Senior, and Parent-Awareness programs 0 Suggestions for prom night program 0 Parent-Teenager contract 0 The Revealing Quiz, which tests knowledge of alcohol, alcoholism, and drinking. 0 Fact sheets 0 Driver drink chart 0 SADD certificate of membership 0 Bumper stickers, T-shirts, and pins CONTACT Mr. Robert Anastas 66 Diana Drive Marlboro, Massachusetts 01752 APPENDIX VII(11) APPENDIX v11(12) PROJECT GRADUATION OVERVIEW In towns and cities across Maine, Project Graduation organizers plan and stage "dry" parties for seniors and their guests. These parties deter drinking and driving during the graduation season and also create an awareness of the problem throughout the year. PHILOSOPHY Students can enjoy graduation without drugs and alcohol if provided with stimu- lating and pleasurable alternatives. GOAIS/OBJECTIVIE A fatality-free commencement period, achieved by providing alternatives to alcohol and drugs for celebrating seniors. IMPLEMENTATION] ACTIVITIES Suggestions for specific approaches to implementing Project Graduation activities are provided in a guide prepared by the Division of Alcohol and Drug Education Services within the Department of Educational and Cultural Services. As orche- strated at the State level, Project Graduation has two components. a Chemical free graduation parties for seniors and their guests. In 1982, 36 school districts reported very successful parties, some held on cruise boats, some in dance halls with live bands, others at State parks or camp grounds. a Media awareness initiative. In support of the 1982 Project Gradua- tion, four Maine television stations aired two public service announcements throughout the month of April. Then, during May and June, three public service announcements were aired on all major networks, two of these messages being duplicated for distribution to 30 of Maine's radio stations. The project also received a vast amount of very positive newspaper coverage. MEMBERSHIP Communities participate in the movement by providing alcohol and drug free alternatives for celebrating high school graduation. Individuals participate by planning the event and agreeing to abide by party rules. APPENDIX VII(13) TRAINING The State-level Department of Educational and Cultural Services, Division of Drug Education Services has prepared a guide for concerned school and community leaders interested in planning and conducting chemical-free alternatives for mem— bers of graduating high school classes. Further a statewide conference on plan- ning and conducting successful chemical-free parties was held in April 1983. ORGANIZATIONAL STRUCTURE In 1982, Project Graduation gained support from the State government level. Maine's Bureau of Safety within the Department of Public Safety and the Division of Alcohol and Drug Education Services within the Department of Educational and Cultural Services now promote Project Graduation statewide. At the local level, Project Graduation is structured to meet the individual needs and desires of local planners, participants, and supporters. COSTS Costs vary. It is estimated that over $80,000 was raised in 1981-1982 by the 36 school districts that held chemical—free parties for their graduating seniors. All of the money was raised at the local level by local effort. RESOURCES Project Graduation is a community-wide event. Fueled first by student, teacher, administrator, and parent power, Project Graduation events typically gain strong support from the media, community groups, local government, churches, charit- able organizations, and business leaders. FOLLOW-UP Project participants are not monitored in any formal way. The project itself has become a growing movement, with additional schools participating each year. RESULTS/EVALUATION Formal study of the project has not been attempted. Results from certain dis— tricts suggest its effectiveness. For instance, the State reports that, during the two weeks prior to graduation in 1979, there were seven alcohol-related fatalities in the Oxford Hills area. The day before the 1979 graduation, an Oxford Hills stu- dent lay paralyzed and unconscious in the hospital. 0n graduation night some 500 revelers between the ages of 15 and 35 gathered at the Waterford Fairgrounds. Alcohol and drugs were available, and there was no noticeable supervision. Some individuals became unruly and law enforcement officials made a number of arrests including two Oxford Hills students who were charged with operating under the influence. APPENDIX VII(14) Determined to avoid a repetition of this experience in 1980, the Drug and Alcohol Team of Oxford Hills (DATOH) conducted numerous community awareness activi- ties, culminating in the first alcohol and drug—free party for the seniors of 1980. The County Sheriff's office reported, "Graduation night was quieter than an ordinary night of routine patrol. There were no fatalities, no alcohol or drug- related accidents, and no one was arrested for operating under the influence. Several persons were arrested for illegal transportation and officers broke up a party of 15 young people where they impounded a keg of beer before festivities got underway." In light of this success, the project was promoted statewide in 1981. As a result, 10 school districts organized chemical-free activities for their graduating seniors that year. By 1982, 36 districts were participating in the movement. STRENGTHS/HABILITIES 1. The rate of alcohol-related fatal accidents has decreased dramatically from a high of 11 for the commencement period in 1979 to 1 in 1982. 2. Students learn the life-long lesson that they can party without alcohol and have an enjoyable time. 3. Much drug education takes place during the months prior to graduation. At graduation, a long history of keg parties is struggled with and overcome. 4. Chemical-free graduation parties have become a spring-board from which other chemical-free parties are planned throughout the year. 5. Increasing students consider irresponsible drinking unacceptable and the stu— dents who "choose not to use" now receive support for that choice through- out the year. PROJECT MATERIAIS These vary by locality. Posters, key chains, bumper stickers, and public service announcements are typical. Also, a project guide produced at the State level was helpful in 1982. CONTACT Ms. Corrine Allen c/o Project Graduation Division of Alcohol and Drug Education Service Stevens School Complex State House Station 57 Augusta, Maine 04333 APPENDIX v11(15) PEER RESOURCE EDUCATION PROGRAM (PREP) OVERVIEW/PHILOSOPHY The PREP Program began in 1978 as an informational teen training program developed in response to the increasing concern about alcohol and drug abuse by teens in Ozaukee County, Wisconsin. Based on the belief that teens relate best to each other, understand peer pressure, and are the major source of information for each other, the program includes student participants from the five school districts in the county. GOAIS AND OBJECTIVE The major goal of the program is to provide school and community alcohol and drug education through high school volunteers. Specific program goals are to: 0 Screen, select, and train 30 participants yearly to serve as resources in alcohol/drug—related education programs in the schools and the community. 0 Provide participating teens alternative activities to increase their self-esteem and life-coping skills. 0 Increase public awareness of both alcohol/drug problems and the availability Of PREP as a preventive tool. MEMBERSHIP Freshman or sophomore students interested in participating as volunteers submit applications to their high school guidance counselor in Spring. Personal interviews are conducted to evaluate each applicant's openness and warmth, interpersonal communication skills, maturity, and individual needs. Membership criteria are fivefold: 1. Freshman or sophomore standing in spring semester 2. A "C" average with no failures in any subject 3. Commitment to and availability for all training events 4. Drug-free lifestyle prior to age 18 5. Drug-free for a year, if a chemically dependent teen ORGANIZATIONAL STRUCTURE PREP has an Advisory Board comprised of respresentatives from each of the five county school districts. Included on the Board are guidance counselors from each high school, teachers, police department juvenile Officers, social workers, school administrators, and community members. The Board functions as a planning and evaluating body. Program implementation is the responsibility of the Ozaukee Council on Alcohol and Other Drug Abuse Education/Prevention Specialist; pro- gram coordination is done by the Executive Director, Prevention/hitervention Coordinator, and the Education/Prevention Specialist. These staff also serve as consultants to the Advisory Board. APPENDIX VII(16) As indicated, high school volunteers are selected each year from each of the school districts. Previous program volunteers remain active by participating in training activities. TRAINING The volunteer training process consists of four phases; the first three are com- pleted during the first semester of the school year, and the fourth continues monthly throughout the year: 0 Orientation-Introduction to program goals, objectives, and design. 0 Resource Day--Information workshop about available human service resources. 0 Overnight Weekend Workshop-Training and background in drug use, basic physiology, effects of alcohol misuse, and skills needed to implement prevention programs. 0 In-Service Sessions—Rotating training sessions at each of the area high schools. An on—going evaluation process takes place throughout the four phases of training. Students complete an outcome evaluation of the program at the end of the school year. IMPLEMENTATION After completing the training program, student volunteers are scheduled to par- ticipate in educational activities within their own schools, churches, and social organizations. They provide information related to alcohol and drugs, serve as positive peer models, and act as facilitators and referral agents. A primary focus of the educational activities is fifth grade students. In an attempt to reach students before they begin experimentation, teen volunteers accompanied by Council staff talk to each fifth grade class in the county. Discus- sion includes alternatives, myths, use/abuse, values clarification, recognizing alcoholism, and resources available. COSTS The 1983 annual budget was $25,000. RBOURCES Fundings comes from three sources: 0 County funds (52 percent) 0 United Way (32 percent) 0 Civic Groups (16 percent) APPENDIX VII(17) FOLLOW-UP Following high school graduation, PREP members become community members and often co-facilitate training events as well as continue to be active community referral resource links. RESULTS/EVALUATION Begun in 1978 as a teen training program, PREP has continued to expand its scope. In 1981 it was the recipient of the 1981 Wisconsin Exemplary Prevention Program Award. Each educational presentation given by a student volunteer is evaluated by both the student and the audience. STRENGTHS o PREP is operational in all five Ozaukee County School Districts. 0 The fifth grade prevention curriculum, "The Choice Is Mine", is pre— sented to all fifth graders within Ozaukee County. 0 PREP united the community and the school districts in developing a prevention consortium. 0 Members act effectively as resource links for students who might not otherwise surface in the human service system. 0 PREP helps students realize they can have a positive influence and can exert power for change in their communities. 0 PREP reinforces support for teens who wish to lead a drug-free life- style. . PREP has a positive effect on the personal development of individual participants in the areas of leadership and self-awareness. LIABILITIES 0 Lack of funds limits the number of program participants. 0 PREP has more difficulty in recruiting males than females for pro- gram participation. PROJECT MATERIAIS PREP Brochure Ozaukee County AODA Prevention Consortium Brochures Agency Brochures Outline—Fifth Grade Curriculum Components PREP Program Overview Program buttons and other promotional material APPENDIX v11(18) CONTACT Ms. Brenda Stanislawski c/o PREP Ozaukee Council on Alcohol and Other Drug Abuse 125 North Franklin Avenue Port Washington, Wisconsin 53704 APPENDIX VII(19) OHIO TEEN INSTITUTE OVERVIEW The first of its kind in the Nation, the Ohio Teen Institute (0T1) was conceived in 1965. The Institute provides six-day, residential training to selected young people from across the State, preparing them to develop and implement substance abuse prevention activities in their schools and communities. PHILOSOPHY The Ohio Teen Institute is based on the belief that teenagers can have a positive impact on the drinking attitudes and behavior of their peers, and also take a responsible role in their communities. GOAIS AND OBJECTIVES The goal of the Institute is to help participating students influence peers and the community by providing them with: 0 Relevant factual information 0 Increased habilitative and affective awareness 0 Alternatives to alcohol/drug use 0 Prevention program planning and implementation strategies MEMBERSHIP All of Ohio's 12 regional councils on alcoholism are sent applications and informa- tion and asked to recruit teams of three to five students and one adult school or community-based advisor (principal, counselor, parent, school nurse, or teacher), representing as many school systems and counties as possible. Upon completion, applications must be returned to the local and regional office servicing the county in which the applicant is a student. Selection of participations is made at the regional level from applicants meeting the following criteria: 0 The applicant must be a sophomore, junior, or senior in the upcoming school year. 0 The applicant must be willing and able to contribute approximately one hour of service weekly to alcohol and drug abuse education and prevention activities during the school year. 0 The applicant must possess leadership potential and an interest in learning more about alcohol and other drugs. APPENDIX VII(20) o The applicant must be willing to participate as an active member of the school-based team to plan and implement prevention projects. 0 It is suggested, but not mandatory, that the applicant have some experience in youth development programs such as peer counseling, mini-institutes, and alternatives to alcohol and drug abuse. ORGANIZATIONAL STRUCTURE Directed by a State Coordinator, the Institute is the center of a co—operating net- work made up of local school administrators, local drug and alcohol abuse agen- cies, regional councils on alcoholism, PTAs, and other community organizations. A Youth Advisory Board (YAB) is elected annually. During the year YAB members work closely with the Institute Coordinator and members of regional and State staff to plan and assist in the development of the next Teen Institute. In addition to these responsibilities, the YAB member is the focal point for regional TI activi- ties and for the recruitment of future TI participants. TRAINING Institute training prepares teens to help others in avoiding and overcoming the devastating effects of alcohol and drug abuse. Through a series of lectures, work- shops, skits, and small group interactions, participants learn about themselves and their relationship to the alcohol and drug environemnt around them. Through decision—making, values clarification, assertiveness, and affectiveness training, the participants acquire the ability to deal with the social, legal, physiological and psychological aspects of alcohol and drug abuse. Workshops stressing alternatives and positive addictions are offered in such areas as meditation, yoga, physical conditioning, running, dance, photography, creative writing, and sign language. MPLEMENTATION/ACTIVITIES o The Institute, the primary program component, is an intensive six day live-in experience. Five hundred teenageers and 250 advisors partici- pate each summer. 0 Participants undertake a variety of school and community-based pre- vention projects following training at the Institute. 0 Regional, local, school, and agency mini-institutes for 50-150 students are held during the school year. COSTS 0 $90 per student (room board, and materials) 0 $60 per adult advisor room, board, and materials) APPENDIX VII(21) RESOURCES The Institute receives State funding and the support of a full—time director through the Ohio Department of Health. The Institute also is supported by the Ohio Department of Liquor Control, the Ohio Congress of Parents and Teachers, the Ohio Department of Highway Safety, the Ohio Department of Education, the Bureau of Drug Abuse, and local civic, religious, and professional organizations. FOLLOW-UP Follow-up training and experience is provided to trainees through an extensive network of agencies, chief among them Ohio‘s regional and local councils on alco— holism. Other follow-up activities include: Civic and professional organization presentations Mini-institutes Elementary school programs High school and other activities Publicity displays and exhibits Ongoing peer programs Role playing groups Senior citizen committees 0.60.... RESULTS/EVALUATION The 1982 follow-up survey shows that, six months after the Institute, 72.2 percent of teenage respondents had carried out some education/prevention activity with other participants from their county; 86.3 percent had worked with a teacher, counselor, or principal on alcohol and drug abuse subjects; and 67.5 percent had been assisted by a local or regional alcoholism center. STRENGTHS Centralized supervision Local and regional support Community "ownership" Advisor network Participant cohesion PROJECT MATERIAIS o Flyer: "A Teen Institute For The Prevention of Alcohol and Other Drug Abuse" 0 Teen Institute-~Staff and Participant Handbook 0 Flyer "Be Reddi" (Report Every Dangerous Driver Immediately)--Ohio Department of Highway Safety CONTACT APPENDIX VII(22) Reprint from Alcohol World, NIAAA, Volume 6, Number 1, Fall 1981, pp. 14-28 Quarterly Institute Newsletter Youth-to-Youth Brochures Reflections Mr. Robert L. Steele c/o Ohio Teen Institute Teenage Institute for the Prevention of Alcohol and Other Drug Abuse Division of Alcoholism P.O. Box 118 Columbus, Ohio 43216 APPENDIX v11(23) OPERATION SNOWBALL OVERVIEW Operation Snowball began in 1977 as the brainchild of five teens who wanted to share their leadership training experience with other young people. In its present form, Operation Snowball is a peer leadership program focused on the prevention of alcohol and drug abuse among young people; through a State-regional-local agency network, teens receive the training and support they need to design, plan, and implement prevention programs. PHILOSOPHY The formal credo of Operation Snowball expresses its philosophy and describes its overriding goals. CREDO We are a Community of Caring. We are bonded together by similar desires and comparable motivations. We are a peer leadership resource for youth with problems, especially those of substance abuse and others kinds of self-destructive thought and action. We believe that each of us has the capacity -—and the right to make decisions regarding our lives —when given accurate information and guided to a clearer understanding of ourselves and the people and events which touch our lives. As individuals, our influence is likely to be as light and fragile as a single snowflake; Collectively, we have the force and power of an avalanche. Through Operation Snowball, we mutually pledge to seek out youth who are insecure alienated dropped-out turned-off or in conflict with self or society. We offer them understanding and love; caring and support in making appropriate decisions concerning their lives. We give our time, our talent, and our effort in service to our peers so that we, together, may meet the future as sensitive, responsible and understanding persons. APPENDIX v11(24) GOAIS AND OBJECTIVES Operation Snowball attempts to: 0 Provide participating peer leaders with factual information on current adolescent problems and needs 0 Create alternatives to the use of alcohol, drugs, and other self- destructive behaviors 0 Provide participants with the skills necessary for effective communi- cation 0 Aid participants in personal growth and development - Encourage them to support and care for others - Assist them in developing necessary resources for clarifying personal values and assuming decision-making roles in society 0 Enhance the atmosphere in which community decisions are made In essence, Operation Snowball is working to establish a "community of caring" throughout Illinois. Trained young people use experiential and affective educa- tional techniques to assist their peers with existing problems and to prevent sub- stance abuse and promote health among them. MEMBERSHIP The Illinois Alcoholism and Drug Dependence Association (IADDA) coordinates Operation Snowball activities. Teen/adult groups wishing to become chapters of Operation Snowball must meet specified criteria and complete an Operation Snowball Franchise Agreement, which sets forth the responsibilities of the chapter to the Association and the Association to the chapter. Specified procedures are used to monitor functioning groups. At the local level, Operation Snowball Chapters are composed of staff (young peo- ple or adults) and participants (mainly young people).* 0 Typically, adult staff have participated in Operation Snowball or the Illinois Teen Institute (ITI) or worked in school, youth, or youth- serving groups. Or they may be recruited for their professional skills—medical people, social workers, educators, government employees--or their affiliation with civic organizations, businesses, parent groups, alcohol and substance abuse treatment agencies, and Catholic charities, among others. * In some localities "staff" is a permanent status. In others, a person may be "staff" for a certain Operation Snowball effort but "participant" in another. APPENDIX VII(25) 0 Youth staff are generally alumni of Operation Snowball or the Illinois Teen Institute who have training in helping/listening skills and group dynamics. 0 Most teen participants are "involved youth"-——Teen Institute or Opera~ tion Snowball alumni, or peer leaders in schools, clubs, or community activities. But others are "uninvolved youth"—youth from ethnic or cultural minorities, high risk youth (violent, sexually active, unstable, chemically dependent, or delinquent), children or siblings of alcoholics/ substance abusers, or physically handicapped youth. 0 Adult participants may be admitted but are not very actively recruited. ORGANIZATIONAL STRUCTURE Following is a chart of how an Operation Snowball group might be organized. (The arrows extending from the Sponsoring Agency box to the Council-Team— Committee box indicate that these may be interchanged according to local pref- erence or need.) SPONSORSHIP (IADDA CHAPTER, ALCOHOL/ DRUG ABUSE OR MENTAL [HEALTH AGENCY, OR OTHER) l YOUTH/ADULT COUNCIL TEAM OR COMMITTEE 1 SUB-COMMITTEES OR TASK FORCES PROGRAM PROGRAM DIRECTOR CO-DIRECTORS PROGRAM STAFF YOUTH AND ADULTS PARTICIPANTS YOUTH AND ADULTS APPENDIX VII(26) Local teams may be linked at the sub—regional as well as regional level. For instance, within the Northwest Illinois Operation Sowball, sub-regional groups determine the needs of local teams and devise methods for meeting them: they provide training for local team leaders, both youth and adult; consult with local teams; and offer suggestions as to organization, activities, available resources, and hook-ups with other local teams for jointly sponsored efforts. Also, the sub- regional groups coordinate communication among local teams and between local teams and the regional group. Regional staff are responsible for any large training events designed for members of all local teams. They determine facilities, costs, consultants, and staffing. The coordination of region-wide, concentrated fund raising is also a high priority for regional staff who offer workshops on fund raising for selected members of local teams and then organize the overall effort. Finally, regional staff see that vital data are communicated to local teams. TRAINING Training is essential for the peer counseling work undertaken by Operation Snowball teens and so is a regular feature of chapter programs. The Process and Resource Guide to Operation Snowball, prepared by the Illinois Alcoholism and Drug Dependence Association, provides guidelines for training and lists training resources. Also, many of the youth leaders receive training at the Illinois Teen Institute, the seedbed for Operation Snowball. IMPLEMENTATION Since Operation Snowball projects vary from locality to locality and also over time within a given locality, there is no cookbook approach to program implemen- tation. The Process and Resource Guide to Operation Snowball suggests that fledgling teams begin by informing themselves about the history of Operation Snowball and the ctivities of other chapters. The guide itself, experienced Snow- ballers, and alumni of the Illinois Teen Institute are good sources of information. As briefly outlined in the guide, the essentials of implementation are as follows: 0 Be certain that youth assume active leadership, with help from sup- portive adults. 0 Start small, work up, expect setbacks, and learn from them. 0 Meet regularly—at least every two weeks. 0 Define the local need for prevention programs. 0 Determine an activity to meet local needs. 0 Provide orientation for participants. 0 Provide recreational activities on a regular basis. APPENDIX mm) 0 Provide training for specific local activities. 0 Raise money needed for team activities. 0 Summarize results; appraise achievements, and chapter activities to IADDA. ACTIVITIES Although Operation Snowball activities vary, all local groups emphasize youth leadership, youth training, self-development, peer counseling, and adult support. Organizational meetings, workshops, experiential weekends, fund raisers, and sup— port group sessions are typical Operation Snowball events. For instance, Snowball teams have undertaken the following activities: 0 Speaking to various school, community, and social groups about young people's issues. 0 Providing scholarships for needy youths to numerous prevention pro— grams; e.g., I’I'I, the Partners in Prevention program, the Ohio Drug Institute, and Governor's Conference. 0 Presenting one or two-day programs for other teams about self- destructive behaviors and how to prevent them. 0 Co-sponsoring workshops and conferences with agencies concerned about youth problems: e.g., Illinois Commission on Delinquency Pre— vention’s one-day workshop of the Ogle County Youth Service Bureau's Fall Conference on Youth and Family Living. 0 Assisting other area groups develop their own Operation Snowball programs by inviting them to attend programs and by attending initial programs elsewhere. 0 Speaking to local teacher and school administration groups about the Snowball concept and ideals. 0 Working on a local newsletter to keep others informed about activi- ties sponsored by and for young people. COSTS Costs vary from community to community and from event to event. For a week— end retreat, the team must find funds to cover transportation, food, lodging, speakers' fees, and so forth; but an assembly at a neighboring school may require only the energy of Operation Snowball staff. Fund raising is in itself a challenging activity for staff and participants; when suc- cessful, it provides them with a sense of competence and worth. Because dollar amounts involved in Operation Snowball may be considerable, local Chapters are required to gain the sponsorship of a local organization that can serve as fiscal agent. APPENDIX VlI(28) RESOURCES Resources also vary with activity. For instance, a workshop on peer counseling may require guidance from a psychiatrist or social worker. Although "teen power" is the major resource for Operation Snowball, all efforts are made to gain support from community agencies and business groups. FOLLOW-UP Chapters are required to summarize the results of their activities, appraise their achievements, and report to IADDA about their programs. RESULTS/EVALUATION The Process and Resource Guide includes references on program evaluation, thus encouraging chapters to take a systematic view of their efforts. Typically, the overall results of Operation Snowball are measured by its growth. Founded in 1977, the movement now includes 37 operating chapters. PROJECT MATERIALS 0 A Process and Resource Guide to Qgration Snowball developed by a State-wide steering committeee o A newsletter "Snow-Mentum" o Locally produced training materials, guidelines, promotional mate- rials, etc. CONTACT Mr. Gary L. Green Sangamon—Menard Alcoholism and Drugs Council 723 South Fifth Springfield, Illinois 62704 APPENDIX v11(29) SOUTHERN OREGON DRUG AWARENESS (SODA) PHILOSOPHY SODA was developed in recognition of the growing drug and alcohol abuse problem in Southern Oregon and in increasing awareness that a laissez—faire approach to the problem had not and would not work. SODA believes that the problem can be reduced through cooperation, openness, caring, and a determined stand against alcohol and drug use. GOAIS AND OBJECTIVES SODA's stated long-term goals are: 0 TO create an awareness Of alcohol and drug abuse problems and to help in their solution. O To provide support for and supplementing direction to those county agencies striving to create a positive environment in which to live. 0 To eliminate all retail sales of drug—related paraphernalia in Jackson County. MEMBERSHIP—mechanism, criteria Involvement in SODA's programs is Open to all interested youth and other com— munity members. ORGANIZATIONAL STRUCI‘URF. SODA has six Task Force Subcommittees: School Curriculum Law Enforcement Parent Education Youth Development Community Information Business and Industry Each committee undertakes activities aimed at increasing awareness in and pro- viding information to different segments of the community. TRAINING APPENDIX v11(30) Peer Assistance-Peer counselors receive active listening and deci- sion—making training prior to shift assignment; they also will be trained to collect program statistical data to support program funding. Channel (he-Participants receive training in script writing, acting, video production, graphics techniques, printing, and advertising. IMPLEMENTAITON/ACTIVITIES/APPROACHES COSTS Peer assistance—Ride service and peer counseling SODA Run-—Foot races Channel One Program - Script Writing/ Film ing — Graphics Studio Business and Industry involvement program Speakers Bureau Channel One has received a $10,000 grant; it also has obtained in—kind contribu- tions equal to over $600 in equipment use fees and over 1,000 labor hours. The Peer Assistance program is just beginning in early 1983. RESOURCES SODA has drawn upon community resources as diverse as the police department, school system, business and industry, parents groups, the Junior League, local public television, and theatrical groups. PROJECT MATERIALS SODA Satellite Newsletter. CONTACT Ms. Bonnie R. Brown Talbert Medford Senior High School 1900 North Keeneway Medford, Oregon 97501 APPENDIX VIII (1) APPENDIX VIII .ACHHCHIIHIAFUIDIC}BIAJTHMUKLSEPIHDVDDEI) (ECMNFEHIEFHSE'PAJRTTCHPAJTTS At the Conference, you have been introduced to eight types of drinking-driving prevention and intervention programs, and have discussed the kinds of skills you will need to initiate one or more programs of your own. Hopefully, you have made some tentative decisions about the kind of program(s) you like best or which seem best suited to your area. Developing a program will require well organized, coordinated effort by members of your delegation. In this session, you will have an opportunity to begin planning your activities for when you return home. Action planning is the detailed plan for day-to-day implementation of the options selected through the planning process. The products of action plan- ning provide the bridge between planning and implementation. Yet, action planning often is delayed or done less than systematically because of time pressures or because of trust in a general consensus on what needs to be accomplished. Without an action plan, project managers have few concrete tools with which to monitor the progress and products of project activity. With an action plan, all involved know the specific tasks to be accomplished, the schedule, the products, and the specific procedures for working with each resource involved in the project. This section includes two tools to help you develop an action plan. The first is the PROGRAM IMPLEMENTATION PLAN; you were introduced to it during your skills session. Use this sheet during this session to help you brainstorm the types of activities and resources you may need to get started with your program. Also use this sheet to: o "guess—timate" when different activities you identify should be started and completed 0 choose a lead person for different activities 0 jot down the types of resources you know you need but don't have, and any ideas you have for resolving these situations. The second tool in this section is for you to use after you get home. It is a much more detailed version of an action plan. Your group will need to meet to discuss and firmly decide on your goals and objectives, the exact activities your program will include, and so on. Then you can fill out these action planning sheets and provide everyone in the group (and others you may involve in the program development process) with a detailed, specific guide for day—to—day action. Here's how this comprehensive action plan works: STEP l--DEVELOP THE MASTER ACTION PLAN The Master Action Plan is shown in Table 1 (you may need more than one sheet). APPENDIX VIII(2) The purposes of this chart are to: o Specify objectives and the activities required to accomplish each objective. 0 Show responsibility for each activity. 0 Specify the starting and the completion dates for each activity. Four basic tasks are required to develop the Master Action Plan: (1) Fill in your major goa1(s) at the top of the page. (2) Define all the objectives for reaching the goal (Column 1). (3) Negotiate or assign staff responsibilities (Columns 2, 3, and 4). Tasks may be assigned to members of your delegation, the super- intendent, and his/her staff, and possibly to students and people from outside resources. Working with outside resources may require establishment of agreements or contracts: such contracting activities should be included in the activities list for the appropriate objective. All assignments should be specific, specifying the indi- vidual to perform the activity and his or her affiliation, if any. (4) Set a starting and completion date for each activity (Columns 5 and 6). This Master Action Plan is the basis for the three remaining charts. STEP 2--DEVELOP A PROJECT ACTIVITY SCHEDULE AND DELIVERABLES The purposes of the Project Activity Schedule and Deliverables Chart (Table 2) are to: 0 Plot the schedule for all activities. 0 Identify the milestones and/or deliverables resulting from activities. (Milestones are defined as significant events; deliverables are tangible products such as written reports resulting from the achievement of the milestone, a procedures or training manual, or some other product.) 0 Identify the due date for each milestone and/or deliverable. 0 Show the time relationship among activities. 0 Ensure that the schedule is reasonable. When the chart is completed, you may determine that the schedule is not feasible. At this point, due dates for milestones and deliverables can be adjusted if necessary. -2- APPENDIX VIII(3) Eight basic tasks are required to develop the Project Activity Schedule and Deliverables chart: (1) (2) (3) (4) (5) (6) (7) (8) Transfer activities identified in the Master Action Plan to Column 1. Show the time period for completing an activity on the right-hand side of the chart. The time period shown here will be elapsed time required for the task. Elapsed time includes "down time", when no time is being spent on the task but more time must be spent to complete the activity. Specify milestones and/or deliverables. Note that not all activities will result in a specific product. Mark the milestone/deliverable due dates at the end of each time line. List the milestones/deliverables by number in the inset on the left- hand side of the chart. Review the schedule to determine whether it is reasonable. Are activities allotted sufficient time for completion? Are the completion dates for activities sequenced appropriately? Are the milestones/deliverables sequenced appropriately? Revise the schedule and sequence of activities, if necessary. If schedule changes are made, revise the completion dates on the Master Action Plan (Column 6) STEP 3--DEVELOP THE PEOPLE-LOADING MATRIX The purposes of the People-Loading Matrix (Table 3) are to: Show demands on staff time for the project. Identify any work overloads per staff person, e.g., assigned work hours/days exceeding available calendar time. Show where it is necessary to shift time assignments or procure additional resources. Identify needs for rescheduling of milestones and deliverables because of staff overloads. Five basic tasks are required to develop the People-Loading Matrix: (1) (2) Transfer staff names from Table 1 (Columns 2, 3, and 4) to Column 1. Estimate how many hours/days are required each month per staff member. To develop the estimate, follow this procedure for each staff member: (3) (4) (5) APPENDIX VIII(4) - Estimate how many hours/days are required for a person on each activity to which they are assigned. These estimates are based on your best guess. — Review the time span allotted to each activity (Table 2) and allocate the estimated number of days for the staff member across the months in the time span. For example, if you esti- mated that Joe needed 12 days to complete Activity 1.2, and that Activity 1.2 was to be completed within three months, then you would spread the 12 days across three months. - Add together the number of hours/days to be spent on each activity per month (again just for one person at a time). Enter that total under the appropriate month. Review the total time in each cell for each person. If any person has more time allotted for a month than he/she can reasonably handle (or wishes to commit) that month, determine whether: - That person's time can be reallocated across the months - Some of that person's time needs to be shifted to someone else. If you make changes in the allocation of time per person, doublecheck those changes against Table 2 to see if the completion date needs to be revised. If completion dates are revised, change Table 1 (Column 5) and Table 2 (the time lines). The result of this process is a realistic work plan for each individual working on an activity. STEP 4--DEVELOP THE MILESTONE/DELIVERABLE CHART The primary purposes of the Milestone/Deliverable Chart (Table 4) are to: Provide a summary of responsibilities regarding milestones and/or deliverables. Show a delegation of authority. Summarize the project for the information of a Program Director (if one has been designated) to aid in overall project management. Provide staff with a list of their specific responsibilities for milestones and/or deliverables. Four basic tasks are required to develop the Milestone/Deliverable Chart: (1) Transfer the objectives from Table 2 (Column 1) to Table 4 (Column 1). APPENDIX VIII (5) (2) Transfer the list of milestones and/or deliverables from Table 2 (inset) to Table 4 (Column 2) and list them in chronological order according to completion date. (3) Transfer staff responsibilities from Table 1 (Columns 2, 3, and 4) to Table 4 (Column 3). (4) Transfer the completion dates from Table 1 (Column 6) to Table 4 (Column 4). You may want to develop a separate Milestones/Deliverables Chart for each staff member, for each program component, and/or for each resource external to the program. STEP 5--DISTRIBUTE FINAL CHARTS All four charts should be given to all staff with responsibilities for any activity. In this way, all participants are aware of the activities of others and sensitive to the interdependence of each person's effort on a successful outcome. PROGRAM IMPLEMENTATION PLAN RESOURCES NEEDED COMPLETE MISSING . POSSIBLE DATE NUMBER OTHER/ RESOURCES RESOLUTION PERSONS FINANCIAL MATERIAL ACTIVITIES (9)IIIA XIGNHddV APPENDIX VIII (7) TABLE 1 MASTER ACTION PLAN Goal: RESPONSIBILITY OBJECTIVES/ COMPLETION ACTIVITIES SUPER— DATE INTENDENT APPENDIX VIII(8) Table 2 PROJECT ACTIVITY SCHEDULE AND DELIVERABLES OBJECTIVE AND ACTIVITY STATEMENT 1. Objective 1.1 1.2 Objective Objective Objective Objective Table 3 APPENDIX VIII(9) PEOPLE-LOADING MATRIX Goal: noun: xumaunmm. >HM=EMH HOQETUOQ umnEo>oz Honouoo Hmnfimumwm umsmnc >H9b 0gb OBJECTIVE: ACTIVITY: APPENDIX VIII (10) MILESTONES/DELIVERABLES CHART MILES'IONES AND DELIVERABLES STAFF RESPONSIBILITY DATE DUE Table 4 0 U. 3. CDVERNMENT PRINTING OFFICE: 1933 351-166/2067 1 BERKELEY LIBRAR CUEBEH‘IBDS L - 635