M&E Course 3 Participant - 2021

Colombo Plan Drug Advisory Programme (DAP) Training Series
The Universal Prevention Curriculum for Substance Use (UPC) Practitioners Series
Participant Manual
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7
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Course 73
Monitoring and Evaluation of
Prevention Interventions and Policies
Types of Data and

Data Collection
Universal Prevention Curriculum for Substance Use (UPC)
Practitioners Series
Practitioners Series
Monitoring and
Evaluation of Prevention
Interventions and Policies
UPC-73 – Types of Data and

Data Collection
Participant Manual
April 2020 Edition

Acknowledgments
Specialty Track 7: Monitoring and Evaluation of Prevention Interventions and Policies is the
seventh track of the Universal Prevention Curriculum for Substance Use (UPC) Practitioners
Series developed for the Bureau of International Narcotics and Law Enforcement Affairs
(INL), U.S. Department of State.
Special thanks go to Brian A. Morales, Branch Chief, Counternarcotics, Bureau of
International Narcotics and Law Enforcement Affairs, and Charlotte A. Sisson, Senior
Foreign Affairs Officer, Drug Demand Reduction, INL/GPP for their leadership throughout
the project’s development. Applied Prevention Science International (APSI) created and
coordinated the development of this series designed for prevention implementers. From
APSI, Zili Sloboda served as Project Director and Lead Curriculum Developer and Susan B.
David served as Associate Project Director and Curriculum Developer. Other members of
the Curriculum Development Team working with APSI include Kris L. Bosworth, University
of Arizona; J. Douglas Coatsworth, Colorado State University; William Crano, Claremont
Graduate University; Rebekah Hersch, George Mason University; Chris Ringwalt, Pacific
Institute for Research and Evaluation; Richard Spoth, Iowa State University; and Mallie J.
Paschall, Pacific Institute for Research and Evaluation
We would like to thank Anne Chick, Foreign Affairs Officer, INL/GPP, for her guidance
during the development of this course. Dr Josephine Choong, Project Manager –
Curriculum Development (Prevention), Colombo Plan Drug Advisory Programme also
dedicated her time towards the development of this publication.
ii
Specialty Track 7: Monitoring and Evaluation of Prevention Interventions and Policies
CONTENTS
TYPES OF DATA AND DATA COLLECTION
PART I – UPC TRACK 7 – MONITORING AND EVALUATION

OF PREVENTION INTERVENTIONS AND POLICIES
Preparation Checklist with Timeline and Content. . . . . . . . . . . . . . . . . . . . . 3
PART II – TRACK 7: UPC-73

Module 0—U.S. Department of State. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Module 1—Definitions and Descriptions of Different Types of Data . . . . . 23
Module 2—Measurement and Instrument Development . . . . . . . . . . . . . 43
Module 3—Data Collection Methods . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
PART III—TRACK 7: UPC-73

Resource Pages. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159
UPC-73 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161
iii
Public Domain and Dissemination Notice
All Universal Curricula (UC) materials appearing in this course except for those taken
directly from copyrighted sources are in the public domain and may be reproduced, or
copied by Training Providers (TPs) and their trainees without permission from the U.S.
Department of State/INL or the authors. Trainer manuals and trainer PowerPoint slides
may only be shared with designated Training Providers (TP)s and their authorized
users (e.g. TP training team members and administrators). To become a Training
Provider, a government, university, or civil society organization may contact a Regional
Coordinating Center to request access. Access is granted after the duly-filled Training
Provider Application Form is approved. The directory of current Training Providers is
available at: https://www.issup.net/training/education-providers
TPs may disseminate either the entire curriculum series, one or more entire courses,
or one or more entire modules. In these cases, all TPs are required to document any
UC training on the ISSUP website. TPs are also welcome to incorporate UC materials
into their own academic/training materials. In these cases, citation of the source is
appreciated.
This publication may not be distributed for a fee beyond the cost of reproduction
without specific, written authorization from INL.
Disclaimer
The substance use prevention interventions described or referred to, herein, do not
necessarily reflect the official position of INL or the U.S. Department of State. The
guidelines in this document should not be considered substitutes for individualized
client care.
April 2020 Edition
iv
Course Introduction to Trainers
UPC-73 continues to promote the objectives of the UPC-Practitioners tracks, which focus
on basic knowledge and skills and provide experiential learning opportunities for training
participants. As with all UPC Trainer Manuals, this course volume includes: Power Point
Slides, which you will use in your training sessions; SAY text to guide your presentations;
Exercise instructions with worksheets to guide activities; and Resource Pages that either
assist with exercises or provide follow-up refreshers for participant use.
To remind participants about the structure of the track and where you are in its progress,
we have included the Overview of the Track that you first presented in the Training
Introduction. There are also Preparation Checklists and the Contents page that will
help you plan for and deliver the course. Preparation is important and can make all the
difference in terms of having a successful training program.
As you begin the course, you may wish to revisit the ground rules for training, check in
with your trainees to see whether they are confused or need a refresher in regard to the
last course, and, finally, you may just want to open the floor to a discussion about their
perceptions in regard to how well the track so far fits their expectations and relevancy to
their work. This ‘check-in’ process helps you relate to where your participants are and lets
you know how to frame the content so it fits with their needs.
1
Participant Manual: Course Introduction to Trainers
2
UPC-73 Preparation Checklist
Review Getting Started in the Trainer Orientation for general preparation information.
Preview UPC-73. Be familiar with the instructions for the exercises in this course.
Content and Timeline - UPC-73 – Types of Data and Data Collection

Person
Activity Time
Responsible
Module 0 30 minutes
Introduction to UPC-73 5 minutes
Review of Practicum 1 and small-group discussion 60 minutes
Presentation and discussion: Definitions and descriptions
of different types of data 60 minutes
• Small-group exercise: Qualitative and quantitative
Wrap-up 10 minutes
End of Day 2
Welcome back 5 minutes
Presentation: Measurement and instrument
development 1 hour: 10
min.
• Partner exercise: Survey matrix
BREAK 15 minutes
Presentation and discussion: Data collection methods
• Large-group discussion: School survey sample
2 hours
• Small-group exercise: Survey design
• Partner exercise: Fidelity checklist
LUNCH 60 minutes
Presentation and discussion: Data collection methods
(Continued)
• Partner exercise: Key informant interview
4 hours
• Small-group exercise: Focus group
• Partner exercise: Structured observation
• Small-group exercise: Photovoice
BREAK (Incorporate into above session) 15 minutes
Review, UPC-73 evaluation, and wrap-up 30 minutes
Total Time = 720 minutes (12 hours)
3
Participant Manual : UPC-73 – Types of Data and Data Collection
4
MODULE 0
U.S. DEPARTMENT OF STATE
5
Participant Manual : Module 0 - U.S. Department of State
-1-
Congratulations!
“ As a participant in this training, you are part of a rapidly

growing global community of substance use professionals
-2-
0.2
6
How is this global community of substance use
professionals expanding?
In the last decade, a growing number of people are:
 being trained
 being credentialed
 studying at universities with specialized addiction
programs
 operating in the context of a larger drug control
system
 adhering to science and research-based approaches
 joining professional substance use associations
 networking through professional associations
-3-
0.3
7
Who are the members of this global community of
substance use professionals?
Individuals working worldwide in the substance

use prevention and treatment fields in
government, non-governmental organizations,
civil society, and the private sector
Organizations that act as portals or

“doorways” for individuals to join the
global community
-4-
0.4
ISSUP stands for the International Society of Substance

Use Professionals
 ISSUP was launched by INL in 2015 as a global, not for
profit, non-governmental organization to
professionalize the global prevention and treatment
workforce.
 ISSUP provides members with opportunities to share
knowledge, exchange experiences, and stay abreast
with current research in the field
Cont.
-5-
0.5
8
ISSUP stands for the International Society of Substance Use
Professionals
 There are more than 10,000

ISSUP members worldwide
 Join one of ISSUPs four levels
of membership for free at:
www.issup.net
 You can earn credit for this
and other courses with ISSUP
-6-
0.6
9
ICUDDR stands for the International Consortium of
Universities for Drug Demand Reduction
 Global consortium of universities to promote academic
programs that focus on science-based prevention and
treatment
 Collaborative forum for individuals and organizations to
support and share curricula, particularly this Universal
Curriculum series, and experiences in the teaching and
training of prevention and treatment knowledge
Cont.
-7-
0.7
ICUDDR stands for the International Consortium of Universities

for Drug Demand Reduction
Learn about specialized addiction programs at universities

worldwide at www.icuddr.com
-8-
0.8
10
GCCC stands for the Global Centre for Credentialing and
Certification of Addiction Professionals
 The hours that you put into this training can be logged
at GCCC and qualify you for exams and professional
credentials
 GCCC credentials will help accelerate your career by
indicating your passion and commitment to high
standards
Cont.
-9-
0.9
11
GCCC stands for the Global Centre for Credentialing and
Certification of Addiction Professionals
Learn about how to apply the latest in research-based

prevention and treatment at: www.globalccc.org
-10-
0.10
Who funds and supports this

global community of substance
use professionals?
The U.S. Department of State’s
Bureau of International Narcotics
and Law Enforcement Affairs (INL)
which is funded by the U.S. taxpayer
-11-
0.11
12
Where does this global community of substance use
professionals meet?
 Digitally- through ISSUP and its networks and
 Face to face – through trainings, on university campus
settings, and at conferences held at the global, national
regional and local levels
-12-
0.12
13
How does this global community of substance use
professionals operate?
In the context of a larger international drug control
environment that includes:
 United Nation’s three international Drug Control
Treaties or “Conventions”
 Commission on Narcotic Drugs (CND)
 International Narcotics Control Board (INCB)
-13-
0.13
What are the key international organizations which operate

in the context of this larger drug control environment?
The Colombo Plan Drug Advisory Program (DAP)

The Inter-American Drug Abuse Control
Commission (CICAD) of the Organization of
American States (OAS)
The African Union Commission (AUC)
The United Nations Office on Drugs and Crime

(UNODC)
The World Health Organization (WHO)
-14-
0.14
14
How can I participate in this global community of substance use
professionals?
The easiest way is to become an active member of ISSUP!
 Register for free on the ISSUP website at www.issup.net
 Click on the “Apply for Membership” icon
 Select one of four levels of membership -all are free!
 Begin networking with others on an ongoing basis
It takes only a few minutes to register and you can immediately
connect with over 10,000 ISSUP members worldwide!
-15-
0.15
15
What are the benefits of being an active member of this
global community of substance use professionals?
You can:
 Stay informed
 Implement best practices
 Access training and mentoring
 Turn training into credentials
 Access job postings
 Access up-to-date research
 Join a professional network
 Interact with other professional networks
-16-
0.16
CALL TO ACTION
Next Steps Participate in ISSUP
1. Join ISSUP at  Post on ISSUP: Find easy
www.issup.net instructions for how to
2. Complete this training to post on the ISSUP website
earn credit  Engage ISSUP’s Networks:
3. Send your credit hours to Connect with colleagues
GCCC at www.globalccc.org and broaden your impact
-17-
0.17
16
17
Universal Prevention Curriculum for Substance Use (UPC) Practitioners Series
UPC-73
Types of Data and Data Collection
7 Monitoring and Evaluation of

Prevention Interventions and Policies
3.1
M & E Track: Overview of Courses
Training Introduction
UPC-71 – Overview of Monitoring and Evaluation
UPC-72 – Logic Models
Practicum 1 – Logic Models
UPC-73 – Types of Data and Data Collection
UPC-74 – Data Analysis and Reporting
UPC-75 – Process Evaluation and Program Monitoring
UPC-76 – Outcome Evaluation
Practicum 2 – Monitoring and Evaluation Plan
UPC-77 – Ethical Standards for Evaluators
UPC-78 – Monitoring and Evaluation Plan: Review of
Practicum 2
Closing Session – Application of the M & E Track to Your Practice and
Professional Development 3.2
18
Learning Objectives
 Identify different types of data

 Select appropriate measures
 Define and describe different data collection methods and
how to apply them in an evaluation
3.3
19
Practicum 1 Overview
 Create a logic model for one of your current or future

programs using Worksheet 7.72.2.7-Practicum 1
 Describe the population you are working with, illustrate the
full program (assumptions, external factors, situation,
inputs, activities, and outcomes)
 Present the IF–THEN logic behind your approach
3.4
Small-Group Exercise: Practicum

Discussions/Presentations
Please form small groups of 5 persons
Refer to your practicum work and Worksheet 7.72.2.7-Practicum 1 – Creating a Logic Model
Small group: 30 minutes; Report out: 25 minutes
 Presentations to large group
 What programs were selected
 Similarities and differences (programs, external situation,
input, activities, outcomes, assumptions)
 What we learned about our skills
 Questions
3.5
20
WORKSHEET 7.72.2.7- PRACTICUM #1 – CREATING A
LOGIC MODEL FOR YOUR PROGRAM
Instructions: Create a logic model for one of your current or future programs or one of you
are familiar with. Describe the population you are working with, illustrate the full program
(assumptions, external factors, situation, inputs, activities, and outcomes), and present
the IF-THEN logic behind your approach. Use the below descriptions of the logic model
components and empty graphic and your notes and worksheets from the courses so far
as a reference.
Situation: The originating problem, or issue, set within a complex of sociopolitical,
environmental and economic circumstances often at more than one of these levels:
individual, family, community, regional, and societal. The situation is the beginning point
of logic model development
Inputs: Resources needed to design and implement activities. This could be settings
or situational factors, stakeholders (including the priority population), funding, skilled or
unskilled workers, and other potential resources. Some of these may be identified as part
of the assessment process.
Activities: The actions that are needed to meet your objectives. These could include
message development, outreach, partnership building, training, advocacy and
communication. We generally expect that these activities will result in completion of
an educational or structural intervention strategy, meaning that communication will be
completed through various means, communities will be mobilized, or policies will be
passed or enforced.
Outcomes: These are the tangible and direct results of activities. These are specific,
attainable and measurable changes that are likely to occur as a result of activities. These
can be short term (change in determinants) , intermediate-term or long term (behaviors
change as expected from the changes in determinants). Ultimately, we should see changes
in mortality and morbidity related to the health issue of focus, and/or to quality of life for
the priority population.
Assumptions: These are the expectations implicit in your logic model that A will lead to
B, and so on. Exactly how will that occur? What has to be in place for that to occur? The
more complicated the logic model, the more likely you will need to look very closely at
your assumptions of causation – which may (or may not) be correct.
21
INPUTS ACTIVITIES OCTCOMES
What we invest: What We Do: Short Term: Long Term:

Situation:
ASSUMPTIONS EXTERNAL FACTORS
Short-Term Intermediate Long-Term

Inputs Activities
Outcomes Outcomes Outcomes
22
Module 1
Definitions and
Descriptions of Different
Types of Data
3.6
23
Data Collection Experience
 Have you collected data before?

 How would you describe your experience?
 How did you use the data you collected?
 What was beneficial?
 What was challenging?
3.7
What is the difference between “data”

and “information”?
 Data = Facts
 Information = Data that have been analyzed, interpreted,
and reported for a specific purpose
3.8
24
Thinking About Data: Primary vs.
Secondary
 Primary
 Secondary or archival
3.9
25
Sources of Primary Data
Data you collect yourself, for example:

 Surveys
 Personal Interviews
 Field Notes
 Observations
 Focus Groups
3.10
Sources of Secondary Data: Archives or

Official Records
 Arrest information
 Emergency department admissions
 Medical examiner or coroner reports
 Reports to poison control centers
 School reports of substance use
3.11
26
Data from Archival Sources
Are the consequences of substance use increasing or becoming an

issue?
 Are more arrestees found to be using substances?
 Are more adolescents appearing in the emergency department because
of alcohol poisoning or drug overdoses?
Is there evidence of increased use or availability of substances?
 Are there more drug seizures?
 Are drug paraphernalia being found in parks and, parking lots?
What problems are related to social costs?
 Are there more incarcerations are associated with substance use-
related crimes?
 Are there more heads of families receiving social services who have a
substance use problem?
3.12
27
Advantages of Archival Data
 Typically, inexpensive to access

 Are easily collectable and readily available
 Represent unobtrusive measures
 Provide data on quantity or frequency
 Provide an historical context on an issue
3.13
Disadvantages of Archival Data
 Subject to bias
 Limited types of data available
 Not representative
3.14
28
Thinking about Data: Qualitative vs
Quantitative
Qualitative Data Quantitative Data

∙ Describes things using ∙ Describes things using
words numbers
∙ Observes and listens ∙ Measures and counts
Examples: Examples:
∙ Appearance ∙ Height
∙ Mood ∙ Weight
∙ Engagement ∙ Age
∙ Responsiveness ∙ Temperature
∙ Attitudes ∙ Attitudes
∙ Beliefs ∙ Beliefs
3.15
29
Qualitative vs. Quantitative Data
 All qualitative data can be turned into quantitative data

 A lot of quantitative data are just as subjective as
qualitative data
 One type of data is not “better” than the other – it all
depends
3.16
Small-Group Exercise: Qualitative &

Quantitative
Please form small group of 3 persons
See Worksheet 7.73.1.1-Quantitative and Qualitative Data
Small groups: 15 minutes; Report out: 10 minutes
 Review the photograph

 Give two examples of qualitative data that could be
obtained from the photograph
 Give two examples of quantitative data that could be
obtained from the photograph
3.17
30
WORKSHEET 7.73.1.1- QUANTITATIVE AND QUALITATIVE
DATA
Qualitative Data: Qualitative data are descriptions in words of what is being observed.
They are based on some quality of an observation and interaction.
Quantitative Data: Quantitative data are numeric measurements. The data are objective-
they are the same no matter who measures them.
Directions: Suppose that you are a substance use prevention researcher studying how
adults use alcohol and tobacco when they socialize. You observe adults (with their
permission) and take photographs of their interactions to study later. Examine the
photograph of the adults shown above.
1. Give two examples of qualitative data that could be obtained from the photograph
2. Give two examples of quantitative data that could be obtained from the photograph
31
Quantitative Data
 Answers, “How many?” “How often?”

 Measures levels of behavior and trends.
 Are objective, standardized, and relatively easily
analyzed?
 Are comparable to similar data from other communities
and levels that use similar measures?
 Examples: Statistics, survey data, records, archival data,
structured observations.
Source: http://captus.samhsa.gov/prevention-practice/epidemiology-and-prevention/epidemiological-data/1 3.18
Examples of Quantitative Data Collection

Methods
Examples of quantitative data collection methods

include:
 Survey questionnaires
 Checklists
3.19
32
Quantitative Data Collection Methods:
Survey Questionnaires
Survey questionnaires:
 Most frequent method for collecting information from large
numbers of people
 Can be used in a variety of settings
 Cheap
 Easy to administer
 Easy to manipulate statistically
 Most often used for monitoring
and evaluation
3.20
33
Quantitative Data Collection Methods:
Checklists
Checklists
 Lists of items or activities
 Used often to assess fidelity of program delivery
3.21
Qualitative Data
 Answers, “Why?” “Why not?” or “What does it mean?”

 Allows insight into behavior, trends, and perceptions.
 Are subjective and explanatory.
 Help interpret and understand quantitative data.
Source: http://captus.samhsa.gov/prevention-practice/epidemiology-and-prevention/epidemiological-data/1 3.22
34
Examples of Qualitative Data Collection
Methods
Examples of sources for qualitative data:

 Key Informant Interviews
 Focus Groups
 Structured Observation
 Photovoice
 Documents and Archival Records
3.23
35
Qualitative Data Collection Methods: Key
Informant Interviews – What Are They?
 In-depth interviews of 5 to 10 people selected for their first-

hand knowledge about a topic of interest
 The interviews are loosely structured, relying on a list of
issues to guide the discussion
 Key informant interviews resemble a conversation among
acquaintances, allowing a free flow of ideas and
information
 Interviewers frame questions spontaneously, probe for
information and takes notes
3.24

Informant Interviews – Advantages
 Detailed and rich data can be gathered in a relatively easy

and inexpensive way
 Allows the interviewer to establish rapport with the
respondent and clarify questions
 Provides an opportunity to build or strengthen
relationships with important community informants and
stakeholders
 Can raise awareness, interest, and enthusiasm around an
issue
 Can contact informants to clarify issues as needed
3.25
36
Informant Interviews – Disadvantages
 Selecting the “right” key informants, so they represent

diverse backgrounds and viewpoints, may be difficult
 May be challenging to engage and schedule interviews
with busy or hard-to-reach respondents
 Difficult to generalize results to the larger population
unless interviewing many key informants
3.26
37
Qualitative Data Collection Methods:
Focus Groups – What is a Focus Group?
A focus group:
 Is a small group discussion guided by a trained leader,
used to learn more about opinions on a designated topic
 Has a well defined purpose, most often to learn more
about opinions and experiences on an issue
 Is most often run by trained individuals who know how to
get the best information from a group
3.27

Focus Groups – Advantages
 Focus groups are flexible

 Findings have face validity, meaning that the measures
that are collected represent the information that was
needed
 Provide quick results
 Inexpensive
 Can include people who are unable to read or write
 The group dynamics of the focus group often bring out
aspects of the issue that may not have been anticipated
3.28
38
Focus Groups – Disadvantages
 Focus group facilitator does not always have control over

the session
 Focus group facilitator requires training
 Information that is gathered is often difficult to analyze
 Difficult to recruit and maintain focus group participants
 Must create an environment that is conducive to discussion
and inclusive so that all members of the focus group feel
comfortable in their participation
 Results are not generalizable
3.29
39
Structured Observations – What are They?
Structured Observations
 A direct visual measure of behavior, physical settings, and
environmental features, as well as people’s characteristics
and interactions
 Used to understand some activity or physical condition
 Easy to conduct
3.30

Structured Observations – Advantages
 Can show what’s going on directly

 Relatively easy to conduct
 Show things in a natural context
 Show things that no one may be willing to talk about
openly
3.31
40
Structured Observations – Disadvantages
 Everyone may see something slightly differently

 Observers may need to wait for something to happen
 Observers may put themselves in danger if they are close
to a potentially risky situation
3.32
41
Photovoice – What is it? (1/2)
 Combines images and words

 Can tell a story with pictures
 Gives voice to marginalized or stigmatized populations
3.33
Qualitative Data Collection Methods: Photovoice

– Advantages and Disadvantages (2/2)
Advantages
 Effective teaching tool
 Within the reach of anyone with a cellphone
 Engages marginalized or disadvantaged groups who have
difficulty telling their stories
Disadvantages
 Potential invasion of privacy; people may
not care to be photographed, particularly
if they are engaged in risk behaviors
 Highly subjective; reality is filtered
through the eye of the beholder
 Best used for advocacy, not research, purposes 3.34
42
Module 2
Measurement and Instrument
Development
3.35
43
Large-Group Discussion: Instrument
Development & Data Collection
3.36
Types of Data Collection Methods
Qualitative Data Quantitative Data
o Key Informant o Surveys

Interviews o Checklists
o Focus Groups
o Structured
Observations
o Photovoice
3.37
44
Survey Development
 Surveys are a key research tool that involves asking

questions of respondents
 Surveys represent perhaps the most frequent means of
collecting information from a substantial number of people
about a particular topic
 Can be used in a variety of settings, and
are relatively cheap to administer
3.38
45
Survey Measures
 Should link directly to the key components of the logic

model
 Should measure key characteristics:
 Of the respondent
 Of the social and physical context in which
the intervention is taking place
3.39
Logic Model and Measurement (1/4)
3.40
http://www.blueprintsprograms.com/resources/logic_model/LST.pdf`1
46
3.41
47
3.42
 Distal or Long-Term Outcomes

 Substance use measures
 Measures of anti-social behaviors
 Proximal or Short-Term Outcomes
 Decreased motivations to use substances
 Increased social and coping skills
 Increased ability to plan a healthy lifestyle
 Targets
 Risk factors
 Protective factors
3.43
48
Ordering Survey Questions (1/2)
 Why do you think the ordering of questions on a survey

is important?
3.44
49
Ordering Survey Questions (2/2)
 Introduction
 Descriptive (i.e., demographic) characteristics
 Substance use
 Lifetime (or age of first) use
 Recent (monthly or 30-day) use
 Other measures of key constructs in the logic model
3.45
Categories of Survey Questions
1. Key demographics
2. Substance Use
a. Tobacco
b. Alcohol
c. Other Substances
3. Attitudes regarding substance use
4. Beliefs regarding substance use
5. Perceptions of Substance Availability
3.46
50
Key Demographic Questions
The first questions typically ask for some

background information about yourself
 What is your sex?
Male
Female
 In what year were you born?
Year: __________
3.47
51
Race/Ethnicity
 Race refers to a group of people who share similar and distinct

physical characteristics
 Ethnicity, on the other hand, refers to a group of people with a
shared cultural identity, often based on language or tradition
https://globalsociology.pbworks.com/w/page/14711160/Basic%20Concepts%20%28Race%20and%20Ethnicity%29
3.48
Substance Use
Time period covered by use

 Lifetime use—ever used
 Regular (or “30 day”) use—any use within the past month
(or 30 days)
Problem use
 Daily use
 Binge (or heavy) drinking
3.49
52
Tobacco Use - Key Questions
On how many occasions have you smoked

cigarettes?
 In your lifetime?
 During the last 30 days?
Response options can be used for both questions:

0 = none 10–19 times
1–2 times 20-39 times
3–5 times 40 or more times
6–9 times
3.50
53
Alcohol Use - Key Questions
On how many occasions (if any) have you had any

alcoholic beverage to drink (more than just a few
sips)?
 In your lifetime?
 During the last 30 days?
These response options can again be used for both

questions:
0 = none 10-19 times
1-2 times 20-39 times
3-5 times 40 or more times
6-9 times 3.51
Alcohol Use - Key Questions
Think back over the LAST 30 DAYS. How many

times (if any) have you had five or more drinks in a
row? (A “drink” is a glass of wine (about 15 cl), a
bottle or can of beer (about 50 cl), a shot of spirits
(about 5 cl) or a mixed drink.)
0 = never
1 time
2 times
3–5 times
6–9 times
10+ times
3.52
54
Other Substance Use: Questions
How many times in your life (or in the last 30 days) have you
used any of the following drugs? (same response options as
before, 0-40+)
 Marijuana (grass, pot) or hashish  Methamphetamine
(hash, hash oil)  Ecstasy
 Tranquilizers or sedatives [give  LSD
names that apply] (without a
doctor or medical worker telling  Other hallucinogens (for example "magic
you to do so) mushrooms")
 Amphetamines (uppers, pep pills,  Cocaine

bennies, speed)  Crack
 Drugs by injection with a needle  Heroin (smack, horse)
(for example, heroin, cocaine,  Other opiates (for example, [give names
amphetamine) that apply]) (without a doctor or medical
 Solvents or inhalants (glue, etc.) worker telling you to do so)
3.53
55
Measures of Short-Term Variables
 Attitudes towards substance use

 Beliefs concerning harms related to substance use
 Beliefs concerning availability of substances
3.54
Attitudes Towards Substance Use
Individuals differ in whether or not they disapprove of people

doing certain things. Do you disapprove of people doing any
of the following?
Response options: don’t disapprove/disapprove/strongly
disapprove/don’t know
 Smoking 10 or more cigarettes a  Trying tranquilizers or sedatives
day (without a doctor or medical
 Having five or more drinks in a row worker telling them to do so) once
each weekend or twice
 Trying LSD or some other  Trying an amphetamine (uppers,
hallucinogen once or twice pep pills, bennies, speed) once or
twice
 Trying heroin (smack, horse) once
or twice
3.55
56
Harms Related to Substance Use
How much do you think people risk harming themselves

(physically or in other ways), if they do the following?
Response options: no risk/slight risk/moderate risk/great
risk/don’t know
 Have one or two drinks  Try an amphetamine (uppers,

nearly every day pep pills, bennies, speed) once
 Have four or five drinks in a or twice
row nearly every day  Try cocaine or crack once or
 Have five or more drinks in a twice
row each weekend  Take cocaine or crack regularly
 Smoke marijuana or hashish  Smoke a pack of cigarettes a day
3.56
57
Perceived Availability of Substances
How difficult do you think it would be for you to get each of

the following, if you wanted?
Response options include: impossible/very difficult/ fairly
difficult/fairly easy/very easy/don’t know
 Cigarettes  Cocaine
 A small bottle of spirits (35 cl)  Heroin (smack, horse)
 Amphetamines (uppers, pep pills,  Solvents or inhalants (glue,
bennies, speed) etc.)
 Tranquilizers or sedatives
3.57
Sources of Other Short-Term Outcomes
1. Measures of the incidence and prevalence of

substance use and related risk and protective factors:
SAMHSA: Core Measures Initiative
http://addictionstudies.dec.uwi.edu/Documents/epidemi
ology/Core%20Measures%20Notebook.pdf
2. Measures of substance use, delinquency, and related
problem behaviors and related risk and protective
factors
Communities that Care
http://store.samhsa.gov/product/Communities-That-
Care-Youth-Survey/CTC020
3.58
58
Partner Exercise: Survey Matrix
Please form pairs

See Worksheet 7.73.2.1-Survey Exercise and Resource Pages 7.73.3 and 7.73.4
Partners: 30 minutes; Report out: 10 minutes
 The purpose of this exercise is to give you the opportunity
to review two established surveys and to select sets of
questions, which may be useful to you if you were an
evaluator
 Then think about what constructs are missing from this
list--
 What topics are you focused on that are not included in
either of these surveys?
 How would you go develop these questions, or where
might you find them?
3.59
59
WORKSHEET 7.73.2.1- SURVEY EXERCISE
Directions: Imagine that you are constructing a survey to evaluate a school-based
substance use prevention program in your community. Please refer to Resource Pages
7.73.4 and 7.73.5 that include the two following surveys:
1. 2015 State and Local Youth Risk Behavior Survey (YRBS) – Resource Page 7.73.4
2. ESPAD Survey of Alcohol and Other Drugs – Resource Page 7.73.5
Each of these surveys contains sets of questions that measure various constructs of
potential interest to anyone who is developing a questionnaire that addresses substance
use. The purpose of this exercise is to give you the opportunity to review two established
surveys and to decide which questions, or sets of questions, may be useful to you if you
were an evaluator. Please decide which questions are relevant to each of the constructs
specified in the table below, and then fill in the blanks.
As you proceed, please think about how useful and appropriate each of the questions
you see are– that is, what problems or challenges you identify. Then record what you
would need to edit or change, what new language you would use, and be prepared to
explain why. In some cases you will find multiple questions that seem to assess the same
construct, both within and across the three surveys. Please record which one (or ones)
you like best, and why. Then talk about which of these questions would (or would not)
work in your region with your targeted population. There are no right or wrong answers,
of course, because each survey you construct will be designed for a different purpose,
and for a different population.
If you need to use additional paper to record your changes, please do. At the end of this
exercise we will discuss each construct in turn, asking each group to take turns leading
the discussion.
Question
Problems, challenges, and edits
Constructs numbers
YRBS ESPAD
Demographic
(personal)
characteristics
Depression
Religious
observance
Impulsiveness
Lifetime
substance use
60
• tobacco
• E-tobacco
• alcohol
• binge drinking
• marijuana
• other drugs
30-day
substance use
• tobacco
• E-tobacco
• alcohol
• binge drinking
• marijuana
• other drugs
Intent to use
substances as
an adult
Availability of
substances
Families’
substance use
Parents’
attitudes
towards
substance use
Friends’
substance use
Adults’
substance use
Personal
attitudes
towards (or
approval of)
substance use
Substance use
resistance skills
Perceived risks
and harms of
substance use
61
Parental
monitoring/
supervision
Self-esteem
Depression
What’s missing that you want to know? Now, please stay in your groups and think
about what constructs are missing from this list. That is, what topics are you interested in
that are not included in either of these surveys? How would you go about asking these
questions, or where might you find them?
62
RESOURCE PAGE 7.73.3- 2015 STATE AND LOCAL YOUTH
RISK BEHAVIOR SURVEY
This survey is about health behavior. It has been developed so you can tell us what you
do that may affect your health. The information you give will be used to improve health
education for young people like yourself.
DO NOT write your name on this survey. The answers you give will be kept private. No
one will know what you write. Answer the questions based on what you really do.
Completing the survey is voluntary. Whether or not you answer the questions will not
affect your grade in this class. If you are not comfortable answering a question, just
leave it blank.
The questions that ask about your background will be used only to describe the types
of students completing this survey. The information will not be used to find out your
name. No names will ever be reported.
Make sure to read every question. Fill in the ovals completely. When you are finished,
follow the instructions of the person giving you the survey.
Thank you very much for your help.

Directions
• Use a #2 pencil only.
• Make dark marks.
• Fill in a response like this: A B • D.
• If you change your answer, erase your old answer completely.
1. How old are you?

B. 12 years old or younger
C. 13 years old
D. 14 years old
E. 15 years old
F. 16 years old
G. 17 years old
H. 18 years old or older
2. What is your sex?
A. Female
B. Male
3. In what grade are you?
63
A. 9th grade
B. 10th grade
C. 11th grade
D. 12th grade
E. Ungraded or other grade
4. Are you Hispanic or Latino?
A. Yes
B. No
5. What is your race? (Select one or more responses.)
A. American Indian or Alaska Native
B. Asian
C. Black or African American
D. Native Hawaiian or Other Pacific Islander
E. White
6. How tall are you without your shoes on?
Directions: Write your height in the shaded blank boxes. Fill in the matching oval
below each number.
Example
Height Height
Feet Inches Feet Inches
5 7
   
   
   
   
   
 
 
 
 
 
 
7. How much do you weigh without your shoes on?
11 11
64
Directions: Write your weight in the shaded blank boxes. Fill in the matching oval
below each number.
Example
Weight Weight
Pounds Pounds
1 5 2
     
     
     
     
   
   
   
   
   
   
The next 5 questions ask about safety.

8. When you rode a bicycle during the past 12 months, how often did you wear a
helmet?
A. I did not ride a bicycle during the past 12 months
B. Never wore a helmet
C. Rarely wore a helmet
D. Sometimes wore a helmet
E. Most of the time wore a helmet
F. Always wore a helmet
9. How often do you wear a seat belt when riding in a car driven by someone else?
A. Never
B. Rarely
C. Sometimes
D. Most of the time
E. Always
65
10. During the past 30 days, how many times did you ride in a car or other vehicle driven
by someone who had been drinking alcohol?
A. 0 times
B. 1 time
C. 2 or 3 times
D. 4 or 5 times
E. 6 or more times
11. During the past 30 days, how many times did you drive a car or other vehicle when
you had been drinking alcohol?
A. I did not drive a car or other vehicle during the past 30 days
B. 0 times
C. 1 time
D. 2 or 3 times
E. 4 or 5 times
F. 6 or more times
12. During the past 30 days, on how many days did you text or e-mail while driving a
car or other vehicle?
A. I did not drive a car or other vehicle during the past 30 days
B. 0 days
C. 1 or 2 days
D. 3 to 5 days
E. 6 to 9 days
F. 10 to 19 days
G. 20 to 29 days
H. All 30 days
66
The next 11 questions ask about violence-related behaviors.
13. During the past 30 days, on how many days did you carry a weapon such as a gun,
knife, or club?
A. 0 days
B. 1 day
C. 2 or 3 days
D. 4 or 5 days
E. 6 or more days
14. During the past 30 days, on how many days did you carry a gun?
A. 0 days
B. 1 day
C. 2 or 3 days
D. 4 or 5 days
E. 6 or more days
15. During the past 30 days, on how many days did you carry a weapon such as a gun,
knife, or club on school property?
A. 0 days
B. 1 day
C. 2 or 3 days
D. 4 or 5 days
E. 6 or more days
16. During the past 30 days, on how many days did you not go to school because you
felt you would be unsafe at school or on your way to or from school?
A. 0 days
B. 1 day
C. 2 or 3 days
D. 4 or 5 days
E. 6 or more days
67
17. During the past 12 months, how many times has someone threatened or injured you
with a weapon such as a gun, knife, or club on school property?
A. 0 times
B. 1 time
C. 2 or 3 times
D. 4 or 5 times
E. 6 or 7 times
F. 8 or 9 times
G. 10 or 11 times
H. 12 or more times
18. During the past 12 months, how many times were you in a physical fight?
A. 0 times
B. 1 time
C. 2 or 3 times
D. 4 or 5 times
E. 6 or 7 times
F. 8 or 9 times
G. 10 or 11 times
H. 12 or more times
19. During the past 12 months, how many times were you in a physical fight in which
you were injured and had to be treated by a doctor or nurse?
A. 0 times
B. 1 time
C. 2 or 3 times
D. 4 or 5 times
E. 6 or more times
68
20. During the past 12 months, how many times were you in a physical fight on school
property?
A. 0 times
B. 1 time
C. 2 or 3 times
D. 4 or 5 times
E. 6 or 7 times
F. 8 or 9 times
G. 10 or 11 times
H. 12 or more times
21. Have you ever been physically forced to have sexual intercourse when you did not
want to?
A. Yes
B. No
22. During the past 12 months, how many times did someone you were dating or going
out with physically hurt you on purpose? (Count such things as being hit, slammed
into something, or injured with an object or weapon.)
A. I did not date or go out with anyone during the past 12 months
B. 0 times
C. 1 time
D. 2 or 3 times
E. 4 or 5 times
F. 6 or more times
23. During the past 12 months, how many times did someone you were dating or going
out with force you to do sexual things that you did not want to do? (Count such
things as kissing, touching, or being physically forced to have sexual intercourse.)
A. I did not date or go out with anyone during the past 12 months
B. 0 times
C. 1 time
D. 2 or 3 times
E. 4 or 5 times
F. 6 or more times
69
The next 2 questions ask about bullying. Bullying is when 1 or more students tease,
threaten, spread rumors about, hit, shove, or hurt another student over and over
again. It is not bullying when 2 students of about the same strength or power argue
or fight or tease each other in a friendly way.
24. During the past 12 months, have you ever been bullied on school property?
A. Yes
B. No
25. During the past 12 months, have you ever been electronically bullied? (Count being
bullied through e-mail, chat rooms, instant messaging, websites, or texting.)
A. Yes
B. No
The next 5 questions ask about sad feelings and attempted suicide. Sometimes
people feel so depressed about the future that they may consider attempting
suicide, that is, taking some action to end their own life.
26. During the past 12 months, did you ever feel so sad or hopeless almost every day
for two weeks or more in a row that you stopped doing some usual activities?
A. Yes
B. No
27. During the past 12 months, did you ever seriously consider attempting suicide?
A. Yes
B. No
28. During the past 12 months, did you make a plan about how you would attempt
suicide?
A. Yes
B. No
29. During the past 12 months, how many times did you actually attempt suicide?
A. 0 times
B. 1 time
C. 2 or 3 times
D. 4 or 5 times
E. 6 or more times
70
30. If you attempted suicide during the past 12 months, did any attempt result in an
injury, poisoning, or overdose that had to be treated by a doctor or nurse?
A. I did not attempt suicide during the past 12 months
B. Yes
C. No
The next 8 questions ask about tobacco use.
31. Have you ever tried cigarette smoking, even one or two puffs?
A. Yes
B. No
32. How old were you when you smoked a whole cigarette for the first time?
A. I have never smoked a whole cigarette
C. 9 or 10 years old
D. 11 or 12 years old
E. 13 or 14 years old
F. 15 or 16 years old
G. 17 years old or older
33. During the past 30 days, on how many days did you smoke cigarettes?
A. 0 days
B. 1 or 2 days
C. 3 to 5 days
D. 6 to 9 days
E. 10 to 19 days
F. 20 to 29 days
G. All 30 days
71
34. During the past 30 days, on the days you smoked, how many cigarettes did you
smoke per day?
A. I did not smoke cigarettes during the past 30 days
B. Less than 1 cigarette per day
C. 1 cigarette per day
D. 2 to 5 cigarettes per day
E. 6 to 10 cigarettes per day
F. 11 to 20 cigarettes per day
G. More than 20 cigarettes per day
35. During the past 30 days, how did you usually get your own cigarettes? (Select only
one response.)
A. I did not smoke cigarettes during the past 30 days
B. I bought them in a store such as a convenience store, supermarket, discount
store, or gas station
C. I got them on the Internet
D. I gave someone else money to buy them for me
E. I borrowed (or bummed) them from someone else
F. A person 18 years old or older gave them to me
G. I took them from a store or family member
H. I got them some other way
36. During the past 12 months, did you ever try to quit smoking cigarettes? I did not
smoke during the past 12 months
A. Yes
B. No
72
37. During the past 30 days, on how many days did you use chewing tobacco, snuff, or
dip, such as Redman, Levi Garrett, Beechnut, Skoal, Skoal Bandits, or Copenhagen?
A. 0 days
B. 1 or 2 days
C. 3 to 5 days
D. 6 to 9 days
E. 10 to 19 days
F. 20 to 29 days
G. All 30 days
38. During the past 30 days, on how many days did you smoke cigars, cigarillos, or little
cigars?
A. 0 days
B. 1 or 2 days
C. 3 to 5 days
D. 6 to 9 days
E. 10 to 19 days
F. 20 to 29 days
G. All 30 days
The next 2 questions ask about electronic vapor products, such as blu, NJOY, or
Starbuzz. Electronic vapor products include e-cigarettes, e-cigars, e-pipes, vape
pipes, vaping pens, e- hookahs, and hookah pens.
39. Have you ever used an electronic vapor product?
A. Yes
B. No
40. During the past 30 days, on how many days did you use an electronic vapor product?
A. 0 days
B. 1 or 2 days
C. 3 to 5 days
D. 6 to 9 days
E. 10 to 19 days
F. 20 to 29 days
G. All 30 days
73
The next 6 questions ask about drinking alcohol. This includes drinking beer, wine,
wine coolers, and liquor such as rum, gin, vodka, or whiskey. For these questions,
drinking alcohol does not include drinking a few sips of wine for religious purposes.
41. During your life, on how many days have you had at least one drink of alcohol?
A. 0 days
B. 1 or 2 days
C. 3 to 9 days
D. 10 to 19 days
E. 20 to 39 days
F. 40 to 99 days
G. 100 or more days
42. How old were you when you had your first drink of alcohol other than a few sips?
A. I have never had a drink of alcohol other than a few sips
43. During the past 30 days, on how many days did you have at least one drink of
alcohol?
A. 0 days
B. 1 or 2 days
C. 3 to 5 days
D. 6 to 9 days
E. 10 to 19 days
F. 20 to 29 days
G. All 30 days
74
44. During the past 30 days, on how many days did you have 5 or more drinks of alcohol
in a row, that is, within a couple of hours?
A. 0 days
B. 1 day
C. 2 days
D. 3 to 5 days
E. 6 to 9 days
F. 10 to 19 days
G. 20 or more days
45. During the past 30 days, what is the largest number of alcoholic drinks you had in a
row, that is, within a couple of hours?
A. I did not drink alcohol during the past 30 days
B. 1 or 2 drinks
C. 3 drinks
D. 4 drinks
E. 5 drinks
F. 6 or 7 drinks
G. 8 or 9 drinks
H. 10 or more drinks
46. During the past 30 days, how did you usually get the alcohol you drank?
A. I did not drink alcohol during the past 30 days
B. I bought it in a store such as a liquor store, convenience store, supermarket,
discount store, or gas station
C. I bought it at a restaurant, bar, or club
D. I bought it at a public event such as a concert or sporting event
E. I gave someone else money to buy it for me
F. Someone gave it to me
G. I took it from a store or family member
H. I got it some other way
75
The next 3 questions ask about marijuana use. Marijuana is also called grass or pot.
47. During your life, how many times have you used marijuana?
A. 0 times
B. 1 or 2 times
C. 3 to 9 times
D. 10 to 19 times
E. 20 to 39 times
F. 40 to 99 times
G. 100 or more times
48. How old were you when you tried marijuana for the first time?
A. I have never tried marijuana
49. During the past 30 days, how many times did you use marijuana?
A. 0 times
B. 1 or 2 times
C. 3 to 9 times
D. 10 to 19 times
E. 20 to 39 times
F. 40 or more times
76
The next 10 questions ask about other drugs.
50. During your life, how many times have you used any form of cocaine, including
powder, crack, or freebase?
A. 0 times
B. 1 or 2 times
C. 3 to 9 times
D. 10 to 19 times
E. 20 to 39 times
F. 40 or more times
51. During your life, how many times have you sniffed glue, breathed the contents of
aerosol spray cans, or inhaled any paints or sprays to get high?
A. 0 times
B. 1 or 2 times
C. 3 to 9 times
D. 10 to 19 times
E. 20 to 39 times
F. 40 or more times
52. During your life, how many times have you used heroin (also called smack, junk, or
China White)?
A. 0 times
B. 1 or 2 times
C. 3 to 9 times
D. 10 to 19 times
E. 20 to 39 times
F. 40 or more times
77
53. During your life, how many times have you used methamphetamines (also called
speed, crystal, crank, or ice)?
A. 0 times
B. 1 or 2 times
C. 3 to 9 times
D. 10 to 19 times
E. 20 to 39 times
F. 40 or more times
54. During your life, how many times have you used ecstasy (also called MDMA)?
A. 0 times
B. 1 or 2 times
C. 3 to 9 times
D. 10 to 19 times
E. 20 to 39 times
F. 40 or more times
55. During your life, how many times have you used synthetic marijuana (also called K2,
Spice, fake weed, King Kong, Yucatan Fire, Skunk, or Moon Rocks)?
A. 0 times
B. 1 or 2 times
C. 3 to 9 times
D. 10 to 19 times
E. 20 to 39 times
F. 40 or more times
56. During your life, how many times have you taken steroid pills or shots without a
doctor’s prescription?
A. 0 times
B. 1 or 2 times
C. 3 to 9 times
D. 10 to 19 times
E. 20 to 39 times
F. 40 or more times
78
57. During your life, how many times have you taken a prescription drug (such as
OxyContin, Percocet, Vicodin, codeine, Adderall, Ritalin, or Xanax) without a
doctor’s prescription?
A. 0 times
B. 1 or 2 times
C. 3 to 9 times
D. 10 to 19 times
E. 20 to 39 times
F. 40 or more times
58. During your life, how many times have you used a needle to inject any illegal drug
into your body?
A. 0 times
B. 1 time
C. 2 or more times
59. During the past 12 months, has anyone offered, sold, or given you an illegal drug
on school property?
A. Yes
B. No
The next 9 questions ask about sexual behavior.
60. Have you ever had sexual intercourse?
A. Yes
B. No
61. How old were you when you had sexual intercourse for the first time?
A. I have never had sexual intercourse
C. 12 years old
D. 13 years old
E. 14 years old
F. 15 years old
G. 16 years old
H. 17 years old or older
79
62. During your life, with how many people have you had sexual intercourse?
B. 1 person
C. 2 people
D. 3 people
E. 4 people
F. 5 people
G. 6 or more people
63. During the past 3 months, with how many people did you have sexual intercourse?
B. I have had sexual intercourse, but not during the past 3 months
C. 1 person
D. 2 people
E. 3 people
F. 4 people
G. 5 people
H. 6 or more people
64. Did you drink alcohol or use drugs before you had sexual intercourse the last time?
B. Yes
C. No
65. The last time you had sexual intercourse, did you or your partner use a condom?
B. Yes
C. No
80
66. The last time you had sexual intercourse, what one method did you or your partner
use to prevent pregnancy? (Select only one response.)
B. No method was used to prevent pregnancy
C. Birth control pills
D. Condoms
E. An IUD (such as Mirena or ParaGard) or implant (such as Implanon or Nexplanon)
F. A shot (such as Depo-Provera), patch (such as Ortho Evra), or birth control ring
(such as NuvaRing)
G. Withdrawal or some other method
H. Not sure
67. During your life, with whom have you had sexual contact?
A. I have never had sexual contact
B. Females
C. Males
D. Females and males
68. Which of the following best describes you?
A. Heterosexual (straight)
B. Gay or lesbian
C. Bisexual
D. Not sure
The next 2 questions ask about body weight.
69. How do you describe your weight?
A. Very underweight
B. Slightly underweight
C. About the right weight
D. Slightly overweight
E. Very overweight
81
70. Which of the following are you trying to do about your weight?
A. Lose weight
B. Gain weight
C. Stay the same weight
D. I am not trying to do anything about my weight
The next 9 questions ask about food you ate or drank during the past 7 days. Think
about all the meals and snacks you had from the time you got up until you went to
bed. Be sure to include food you ate at home, at school, at restaurants, or anywhere
else.
71. During the past 7 days, how many times did you drink 100% fruit juices such as
orange juice, apple juice, or grape juice? (Do not count punch, Kool-Aid, sports
drinks, or other fruit-flavored drinks.)
A. I did not drink 100% fruit juice during the past 7 days
B. 1 to 3 times during the past 7 days
C. 4 to 6 times during the past 7 days
D. 1 time per day
E. 2 times per day
F. 3 times per day
G. 4 or more times per day
72. During the past 7 days, how many times did you eat fruit? (Do not count fruit juice.)
A. I did not eat fruit during the past 7 days
D. 1 time per day
E. 2 times per day
F. 3 times per day
82
73. During the past 7 days, how many times did you eat green salad?
A. I did not eat green salad during the past 7 days
D. 1 time per day
E. 2 times per day
F. 3 times per day
74. During the past 7 days, how many times did you eat potatoes? (Do not count french
fries, fried potatoes, or potato chips.)
A. I did not eat potatoes during the past 7 days
D. 1 time per day
E. 2 times per day
F. 3 times per day
75. During the past 7 days, how many times did you eat carrots?
A. I did not eat carrots during the past 7 days
D. 1 time per day
E. 2 times per day
F. 3 times per day
83
76. During the past 7 days, how many times did you eat other vegetables? (Do not
count green salad, potatoes, or carrots.)
A. I did not eat other vegetables during the past 7 days
D. 1 time per day
E. 2 times per day
F. 3 times per day
77. During the past 7 days, how many times did you drink a can, bottle, or glass of
soda or pop, such as Coke, Pepsi, or Sprite? (Do not count diet soda or diet pop.)
A. I did not drink soda or pop during the past 7 days
D. 1 time per day
E. 2 times per day
F. 3 times per day
78. During the past 7 days, how many glasses of milk did you drink? (Count the milk
you drank in a glass or cup, from a carton, or with cereal. Count the half pint of milk
served at school as equal to one glass.)
A. I did not drink milk during the past 7 days
B. 1 to 3 glasses during the past 7 days
C. 4 to 6 glasses during the past 7 days
D. 1 glass per day
E. 2 glasses per day
F. 3 glasses per day
G. 4 or more glasses per day
84
79. During the past 7 days, on how many days did you eat breakfast?
A. 0 days
B. 1 day
C. 2 days
D. 3 days
E. 4 days
F. 5 days
G. 6 days
H. 7 days
The next 5 questions ask about physical activity.
80. During the past 7 days, on how many days were you physically active for a total of
at least 60 minutes per day? (Add up all the time you spent in any kind of physical
activity that increased your heart rate and made you breathe hard some of the time.)
A. 0 days
B. 1 day
C. 2 days
D. 3 days
E. 4 days
F. 5 days
G. 6 days
H. 7 days
81. On an average school day, how many hours do you watch TV?
A. I do not watch TV on an average school day
B. Less than 1 hour per day
C. 1 hour per day
D. 2 hours per day
E. 3 hours per day
F. 4 hours per day
G. 5 or more hours per day
85
82. On an average school day, how many hours do you play video or computer games
or use a computer for something that is not school work? (Count time spent on
things such as Xbox, PlayStation, an iPod, an iPad or other tablet, a smartphone,
YouTube, Facebook or other social networking tools, and the Internet.)
A. I do not play video or computer games or use a computer for something that is
not school work
B. Less than 1 hour per day
C. 1 hour per day
D. 2 hours per day
E. 3 hours per day
F. 4 hours per day
G. 5 or more hours per day
83. In an average week when you are in school, on how many days do you go to physical
education (PE) classes?
A. 0 days
B. 1 day
C. 2 days
D. 3 days
E. 4 days
F. 5 days
84. During the past 12 months, on how many sports teams did you play? (Count any
teams run by your school or community groups.)
A. 0 teams
B. 1 team
C. 2 teams
D. 3 or more teams
86
The next 5 questions ask about other health-related topics.
85. Have you ever been tested for HIV, the virus that causes AIDS? (Do not count tests
done if you donated blood.)
A. Yes
B. No
C. Not sure
86. When was the last time you saw a dentist for a check-up, exam, teeth cleaning, or
other dental work?
A. During the past 12 months
B. Between 12 and 24 months ago
C. More than 24 months ago
D. Never
E. Not sure
87. Has a doctor or nurse ever told you that you have asthma?
A. Yes
B. No
C. Not sure
88. On an average school night, how many hours of sleep do you get?
A. 4 or less hours
B. 5 hours
C. 6 hours
D. 7 hours
E. 8 hours
F. 9 hours
G. 10 or more hours
87
89. During the past 12 months, how would you describe your grades in school?
A. Mostly A’s
B. Mostly B’s
C. Mostly C’s
D. Mostly D’s
E. Mostly F’s
F. None of these grades
G. Not sure
This is the end of the survey.

Thank you very much for your help.
88
RESOURCE PAGE 7.73.4
The European School Survey Project on Alcohol and Other Drugs

www.espad.org
Questionnaire on substance use
Read this first please!

This questionnaire is part of an international study on substance use among European
students. It will be answered by more than 100,000 students in over 35 countries. The
study is called ESPAD.
This is a totally anonymous questionnaire. You should not state your name or any other
information which identifies you. You should place your completed questionnaire in the
enclosed envelope and seal it yourself. Your [TEACHER/SURVEY LEADER] will collect the
envelopes after completion.
Your class has been randomly selected to take part in this study. In [COUNTRY] the
survey is carried out by [ORGANISATION]. It is voluntary to take part. If there is any
question you find objectionable for any reason, just leave it blank. It is important that
you answer as thoughtfully and frankly as possible. The results will not be presented by
single classes and remember your answers are totally anonymous.
If you do not find an answer that fits exactly, indicate the one that comes closest. Please,
mark the appropriate answer to each question by making an “X” in the box. I f you have
a question, please raise your hand and your [TEACHER/SURVEY LEADER] will assist you.
Thank you in advance for your participation! Please begin.
LOGO
FIELD WORK Contact info to the organisation responsible for the field work/national survey.
ORGANISATION
89
The first questions ask for some background information about yourself and the kinds of things you might do.
C01 What is your sex?

1 Male
2 Female
C02 When were you born?
(Mark 01 for January, 02 for February …

Year 19 Month * . … and 12 for December)
* Optional
C03 How often (if at all) do you do each of the following?

Mark one box for each line.
A few Once or At least Almost
times a twice a once a every
Never year month week day
a) Play computer games.................................................................................... ............ ............ ............ ............
b) Actively participate in sports, athletics or exercising ..................................... ............ ............ ............ ............
c) Read books for enjoyment (do not count schoolbooks) ................................ ............ ............ ............ ............
d) Go out in the evening (to a disco, cafe, party etc)......................................... ............ ............ ............ ............
e) Other hobbies (play an instrument, sing, draw, write) ................................... ............ ............ ............ ............
f) Go around with friends to shopping centres, streets, parks etc just for fun .. ............ ............ ............ ............
g) Use the Internet for leisure activities (chats, music, games etc) ................... ............ ............ ............ ............
h) Play on slot machines (the kind in which you may win money)..................... ............ ............ ............ ............
1 2 3 4 5
C04 During the LAST 30 DAYS on how many days have you missed one or more lessons?
7 days
None 1 day 2 days 3–4 days 5–6 days or more
a) Because of illness ...................................................................... ............ ............ ............ ............ ............
b) Because you skipped or ”cut”..................................................... ............ ............ ............ ............ ............
c) For other reasons ....................................................................... ............ ............ ............ ............ ............
1 2 3 4 5 6
C05 Which of the following best describes your average grade at the end of the last term?
1 (Highest marks)
2 etc...
90
C06 How often during the LAST 12 MONTHS have you experienced the following?
Number of occasions
40 or
0 1–2 3–5 6–9 10–19 20–39 more
a) Physical fight ............................................................................... ......... ......... .......... ......... .......... .........
b) Accident or injury......................................................................... ......... ......... .......... ......... .......... .........
c) Serious problems with your parents ............................................ ......... ......... .......... ......... .......... .........
d) Serious problems with your friends ............................................. ......... ......... .......... ......... .......... .........
e) Performed poorly at school or work............................................. ......... ......... .......... ......... .......... .........
f) Victimized by robbery or theft....................................................... ......... ......... .......... ......... .......... .........
g) Trouble with police ...................................................................... ......... ......... .......... ......... .......... .........
h) Hospitalised or admitted to an emergency room......................... ......... ......... .......... ......... .......... .........
i) Engaged in sexual intercourse without a condom ....................... ......... ......... .......... ......... .......... .........
j) Engaged in sexual intercourse you regretted the next day .......... ......... ......... .......... ......... .......... .........
1 2 3 4 5 6 7
The following questions are about cigarette smoking
C07 How difficult do you think it would be for you to get cigarettes if you wanted?
1 Impossible
2 Very difficult
3 Fairly difficult
4 Fairly easy
5 Very easy
6 Don’t know
C08 On how many occasions (if any) during your lifetime have you smoked cigarettes?
Number of occasions
0 1–2 3–5 6–9 10–19 20–39 40 or more
1 2 3 4 5 6 7
C09 How frequently have you smoked cigarettes during the LAST 30 DAYS?
1 Not at all
2 Less than 1 cigarette per week
3 Less than 1 cigarette per day
4 1–5 cigarettes per day
7 More than 20 cigarettes per day
C10 When (if ever) did you FIRST do each of the following things?
9 years 10 11 12 13 14 15 16
old or years years years years years years years
Never less old old old old old old or older
a) Smoke your first cigarette.......................... ......... .......... ......... ......... .......... ......... .......... .........
b) Smoke cigarettes on a daily basis............. ......... .......... ......... ......... .......... ......... .......... .........
1 2 3 4 5 6 7 8 9
91
The next questions are about alcoholic beverages
– including beer, cider, alcopops (premixed drinks), wine and spirits.
C11 How difficult do you think it would be for you to get each of the following, if you wanted?
Impos- Very Fairly Fairly Very Don’t
sible difficult difficult easy easy know
a) Beer............................................................................................................. ......... .......... ......... .......... .........
b) Cider* .......................................................................................................... ......... .......... ......... .......... .........
c) Alcopops* .................................................................................................... ......... .......... ......... .......... .........
d) Wine ............................................................................................................ ......... .......... ......... .......... .........
e) Spirits .......................................................................................................... ......... .......... ......... .......... .........
1 2 3 4 5 6
* Optional
C12 On how many occasions (if any) have you had any alcoholic beverage to drink?
Number of occasions
40 or
0 1–2 3–5 6–9 10–19 20–39 more
a) In your lifetime ............................................................................. ......... ......... .......... ......... .......... .........
b) During the last 12 months ........................................................... ......... ......... .......... ......... .......... .........
c) During the last 30 days................................................................ ......... ......... .......... ......... .......... .........
1 2 3 4 5 6 7
C13 Think back over the LAST 30 DAYS. On how many occasions (if any) have you had any of
the following to drink?
Number of occasions
40 or
0 1–2 3–5 6–9 10–19 20–39 more
a) Beer............................................................................................. ......... ......... .......... ......... .......... .........
b) Cider* .......................................................................................... ......... ......... .......... ......... .......... .........
c) Alcopops* .................................................................................... ......... ......... .......... ......... .......... .........

d) Wine ............................................................................................ ......... ......... .......... ......... .......... .........
e) Spirits .......................................................................................... ......... ......... .......... ......... .......... .........

1 2 3 4 5 6 7
* Optional
The following questions are about the last day you drank alcohol.
C14 When was the last day you drank alcohol?

1 I never drink alcohol
2 1–7 days ago
3 8–14 days ago
4 15–30 days ago
5 1 month – 1 year ago
6 More than 1 year ago
92
C15 Think of the LAST DAY that you drank any alcohol. Which of the following beverages did you
drink on that day?
Mark all that apply.

1 Beer
1 Cider*
1 Alcopops*
1 Wine
1 Spirits
* Optional
C15a If you drank beer that last day you drank any C15d If you drank wine that last day you drank any
alcohol, how much did you drink? alcohol, how much did you drink?
1 I never drink beer 1 I never drink wine
2 I did not drink beer on the last day 2 I did not drink wine on the last day
that I drank alcohol that I drank alcohol
3 <50 cl 3 <20 cl
4 50–100 cl 4 20–40 cl
5 101–200 cl 5 41–74 cl
6 >200 cl 6 >74 cl
OC15b If you drank cider that last day you drank any C15e If you drank spirits that last day you drank
alcohol, how much did you drink? * any alcohol, how much did you drink?
1 I never drink spirits
1 I never drink cider
2 I did not drink spirits on the last day
2 I did not drink cider on the last day
that I drank alcohol
that I drank alcohol
3 <8 cl
3 <50 cl
4 8–15 cl
4 50–100 cl
5 16–24 cl
5 101–200 cl
6 >24 cl
6 >200 cl
* Optional
C15f Please indicate on this scale from 1 to 10 how

OC15c If you drank alcopops that last day you drank drunk you would say you were that last day you
any alcohol, how much did you drink? * drank alcohol. (If you felt no effect at all you
should mark “1”.)
1 I never drink alcopops
Heavily intoxicated, for
2 I did not drink alcopops on the last day example not remembering
that I drank alcohol Not at all what happened
3 <50 cl
1 2 3 4 5 6 7 8 9 10
4 50–100 cl
5 101–200 cl
6 >200 cl
I never drink alcohol
11
* Optional
93
The next questions are about alcohol consumption during the last 30 days.
C16 Think back over the LAST 30 DAYS. On how many occasions (if any) have you bought beer, cider,
alcopops, wine or spirits in a store (grocery store, liquor store, kiosk or petrol station) for your
own consumption (off-premise)?
Number of occasions
20 or
0 1–2 3–5 6–9 10–19 more
a) Beer............................................................................................................. ......... .......... ......... .......... .........
b) Cider* .......................................................................................................... ......... .......... ......... .......... .........
c) Alcopops* .................................................................................................... ......... .......... ......... .......... .........
d) Wine ............................................................................................................ ......... .......... ......... .......... .........
e) Spirits .......................................................................................................... ......... .......... ......... .......... .........

1 2 3 4 5 6
* Optional
C17 Think back once more over the LAST 30 DAYS. On how many occasions (if any) have you
drunk beer, cider, alcopops, wine or spirits in a pub, bar, restaurant or disco (on-premise)?
Number of occasions
20 or
0 1–2 3–5 6–9 10–19 more
a) Beer............................................................................................................. ......... .......... ......... .......... .........
b) Cider* .......................................................................................................... ......... .......... ......... .......... .........
c) Alcopops* .................................................................................................... ......... .......... ......... .......... .........
d) Wine ............................................................................................................ ......... .......... ......... .......... .........
e) Spirits .......................................................................................................... ......... .......... ......... .......... .........

1 2 3 4 5 6
* Optional
C18 Think back again over the LAST 30 DAYS. How many times (if any) have you had five or more drinks
on one occasion? (A ”drink” is [INSERT NATIONALLY RELEVANT EXAMPLES].)
1 None
2 1
3 2
4 3–5
5 6–9
6 10 or more times
The next couple of questions are also about alcohol.
C19 On how many occasions (if any) have you been intoxicated from drinking alcoholic beverages, for
example staggered when walking, not being able to speak properly, throwing up or not remembering
what happened?
Number of occasions
40 or
0 1–2 3–5 6–9 10–19 20–39 more
1 2 3 4 5 6 7
94
9 years 10 11 12 13 14 15 16
a) Drink beer (at least one glass) ................... ......... .......... ......... ......... .......... ......... .......... .........
b) Drink cider (at least one glass)* ................. ......... .......... ......... ......... .......... ......... .......... .........
c) Drink alcopops (at least one glass)* ........... ......... .......... ......... ......... .......... ......... .......... .........
d) Drink wine (at least one glass) ................... ......... .......... ......... ......... .......... ......... .......... .........
e) Drink spirits (at least one glass) ................. ......... .......... ......... ......... .......... ......... .......... .........
f) Get drunk on alcohol .................................. ......... .......... ......... ......... .......... ......... .......... .........
1 2 3 4 5 6 7 8 9
* Optional
C21 How likely is it that each of the following things would happen to you personally, if you drink
alcohol?
Very Very
likely Likely Unsure Unlikely unlikely
a) Feel relaxed................................................................................. .................. .................. .................. .................
b) Get into trouble with police .......................................................... .................. .................. .................. .................
c) Harm my health ........................................................................... .................. .................. .................. .................
d) Feel happy................................................................................... .................. .................. .................. .................
e) Forget my problems .................................................................... .................. .................. .................. .................
f) Not be able to stop drinking ......................................................... .................. .................. .................. .................
g) Get a hangover............................................................................ .................. .................. .................. .................
h) Feel more friendly and outgoing.................................................. .................. .................. .................. .................
i) Do something I would regret ........................................................ .................. .................. .................. .................
j) Have a lot of fun ........................................................................... .................. .................. .................. .................
k) Feel sick ...................................................................................... .................. .................. .................. .................
1 2 3 4 5
C22 BECAUSE OF YOUR OWN ALCOHOL USE, how often during the LAST 12 MONTHS have you
experienced the following?
If you haven’t used alcohol the last 12 months, please mark zero occasions on all questions.
Number of occasions
40 or
0 1–2 3–5 6–9 10–19 20–39 more
a) Physical fight ............................................................................... ......... ......... .......... ......... .......... .........
b) Accident or injury......................................................................... ......... ......... .......... ......... .......... .........
c) Serious problems with your parents ............................................ ......... ......... .......... ......... .......... .........
d) Serious problems with your friends ............................................. ......... ......... .......... ......... .......... .........
e) Performed poorly at school or work............................................. ......... ......... .......... ......... .......... .........
f) Victimized by robbery or theft....................................................... ......... ......... .......... ......... .......... .........
g) Trouble with police ...................................................................... ......... ......... .......... ......... .......... .........
h) Hospitalised or admitted to an emergency room......................... ......... ......... .......... ......... .......... .........
i) Engaged in sexual intercourse without a condom........................ ......... ......... .......... ......... .......... .........
j) Engaged in sexual intercourse you regretted the next day .......... ......... ......... .......... ......... .......... .........
1 2 3 4 5 6 7
Tranquillisers and sedatives, like [INSERT NATIONALLY RELEVANT EXAMPLES], are sometimes prescribed by doctors to
help people to calm down, get to sleep or to relax. Pharmacies are not supposed to sell them without a prescription.
C23 Have you ever taken tranquillisers or sedatives because a doctor told you to take them?
1 No, never
2 Yes, but for less than 3 weeks
3 Yes, for 3 weeks or more
95
The next questions ask about marijuana or hashish (cannabis).
C24 How difficult do you think it would be for you to get marijuana or hashish (cannabis) if you wanted?
1 Impossible
2 Very difficult
3 Fairly difficult
4 Fairly easy
5 Very easy
6 Don’t know
C25 On how many occasions (if any) have you used marijuana or hashish (cannabis)?
Number of occasions
40 or
0 1–2 3–5 6–9 10–19 20–39 more
1 2 3 4 5 6 7
C26 When (if ever) did you FIRST try marijuana or hashish (cannabis)?
1 Never
2 9 years old or less
3 10 years old
4 11 years old
5 12 years old
6 13 years old
7 14 years old
8 15 years old
9 16 years or older
C27 Have you ever had the possibility to try marijuana or hashish (cannabis) without trying it?
1 No
2 Yes How many times has this happened in your life?
1 1–2
2 3–5
3 6–9
4 10–19
5 20–39
6 40 or more
The next questions ask about some other drugs.
C28 How difficult do you think it would be for you to get each of the following, if you wanted?
Very Fairly Fairly Very Don’t

Impossible difficult difficult easy easy know
a) Amphetamines ............................................................................ ............. ............. ............. ............. ............
b) Tranquillisers or sedatives........................................................... ............. ............. ............. ............. ............
c) Ecstasy ........................................................................................ ............. ............. ............. ............. ............
1 2 3 4 5 6
96
C29 On how many occasions (if any) have you used ecstasy?
Number of occasions
40 or
0 1–2 3–5 6–9 10–19 20–39 more
1 2 3 4 5 6 7
C30 On how many occasions (if any) have you used inhalants [INSERT NATIONALLY RELEVANT
EXAMPLES] to get high?
Number of occasions
40 or
0 1–2 3–5 6–9 10–19 20–39 more
1 2 3 4 5 6 7
C31 On how many occasions in your lifetime (if any) have you used any of the following drugs?
Number of occasions
40 or
0 1–2 3–5 6–9 10–19 20–39 more
a) Tranquillisers or sedatives (without a doctor’s prescription) ....... ......... ......... .......... ......... .......... .........
b) Amphetamines ............................................................................ ......... ......... .......... ......... .......... .........
c) LSD or some other hallucinogens ............................................... ......... ......... .......... ......... .......... .........
d) Crack ........................................................................................... ......... ......... .......... ......... .......... .........
e) Cocaine ....................................................................................... ......... ......... .......... ......... .......... .........
f) Relevin ......................................................................................... ......... ......... .......... ......... .......... .........
g) Heroin.......................................................................................... ......... ......... .......... ......... .......... .........
h) ”Magic mushrooms”..................................................................... ......... ......... .......... ......... .......... .........
i) GHB.............................................................................................. ......... ......... .......... ......... .......... .........
j) Anabolic steroids .......................................................................... ......... ......... .......... ......... .......... .........
k) Drugs by injection with a needle (like heroin, cocaine,
amphetamine).............................................................................. ......... ......... .......... ......... .......... .........
l) Alcohol together with pills (medicaments) in order to get high ..... ......... ......... .......... ......... .......... .........
m) Optional drug* ............................................................................ ......... ......... .......... ......... .......... .........
1 2 3 4 5 6 7
* Optional
9 years 10 11 12 13 14 15 16
a) Try tranquillisers or sedatives (without
a doctor’s prescription) ............................... ......... .......... ......... ......... ......... ......... ......... .........
b) Try amphetamines...................................... ......... .......... ......... ......... ......... ......... ......... .........
c) Try ecstasy ................................................. ......... .......... ......... ......... ......... ......... ......... .........
d) Try inhalants [INSERT NATIONALLY RELEVANT

EXAMPLES] in order to get high ............... ......... .......... ......... ......... .......... ......... .......... .........
e) Try alcohol together with pills (medica-
ments) in order to get high.......................... ......... .......... ......... ......... .......... ......... .......... .........
1 2 3 4 5 6 7 8 9
97
The next questions ask about various substances.
C33 Think back of the LAST 30 DAYS. How much money have you spent on tobacco, alcohol and
cannabis? If you haven’t spent money on one or more of these substances during the last 30 days,
please respond 0 on the relevant sub question(s).
a) Tobacco: [INSERT NATIONAL CURRENCY]
b) Alcohol: [INSERT NATIONAL CURRENCY]
c) Cannabis: [INSERT NATIONAL CURRENCY]
C34 How many of your friends would you estimate…

None A few Some Most All
a) smoke cigarettes ............................................................................................ ............ ............ ............ ............
b) drink alcoholic beverages (beer, cider, alcopops, wine, spirits) ..................... ............ ............ ............ ............
c) get drunk......................................................................................................... ............ ............ ............ ............
d) smoke marijuana or hashish (cannabis) ........................................................ ............ ............ ............ ............
e) take tranquillisers or sedatives (without a doctor’s prescription).................... ............ ............ ............ ............
f) take ecstasy .................................................................................................... ............ ............ ............ ............
g) use inhalants .................................................................................................. ............ ............ ............ ............
1 2 3 4 5
C35 Do any of your older siblings …

Don’t Don’t have any
Yes No know older siblings
a) smoke cigarettes ............................................................................................ ................... .................. ...................
b) drink alcoholic beverages (beer, cider, alcopops, wine, spirits) ..................... ................... .................. ...................
c) get drunk......................................................................................................... ................... .................. ...................
d) smoke marijuana or hashish (cannabis) . ...................................................... ................... .................. ...................
e) take tranquillisers or sedatives (without a doctor’s prescription).................... ................... .................. ...................
f) take ecstasy .................................................................................................... ................... .................. ...................
g) use inhalants .................................................................................................. ................... .................. ...................
1 2 3 4
C36 How much do you think PEOPLE RISK harming themselves (physically or in other ways), if they …
No risk Slight Moderate Great Don’t
risk risk risk know
a) smoke cigarettes occasionally ....................................................................... ............ ............ ............ ............
b) smoke one or more packs of cigarettes per day ............................................ ............ ............ ............ ............
c) have one or two drinks nearly every day ........................................................ ............ ............ ............ ............
d) have four or five drinks nearly every day ....................................................... ............ ............ ............ ............
e) have five or more drinks each weekend......................................................... ............ ............ ............ ............
f) try marijuana or hashish (cannabis) once or twice .......................................... ............ ............ ............ ............
g) smoke marijuana or hashish (cannabis) occasionally.................................... ............ ............ ............ ............
h) smoke marijuana or hashish (cannabis) regularly.......................................... ............ ............ ............ ............
i) try ecstasy once or twice ................................................................................. ............ ............ ............ ............
j) take ecstasy regularly...................................................................................... ............ ............ ............ ............
k) try an amphetamine (uppers, pep pills, bennie, speed) once or twice ........... ............ ............ ............ ............
l) take amphetamines regularly .......................................................................... ............ ............ ............ ............
1 2 3 4 5
98
The next questions ask about your parents. If mostly foster parents, step-parents or others brought you up
answer for them. For example, if you have both a stepfather and a natural father, answer for the one that is the
most important in bringing you up.
C37 What is the highest level of schooling your father completed?

1 Completed primary school or less
2 Some secondary school
3 Completed secondary school
4 Some college or university
5 Completed college or university
6 Don't know
7 Does not apply
C38 What is the highest level of schooling your mother completed?

1 Completed primary school or less
2 Some secondary school
3 Completed secondary school
4 Some college or university
5 Completed college or university
6 Don't know
7 Does not apply
C39 How well off is your family compared to other families in your country?
1 Very much better off
2 Much better off
3 Better off
4 About the same
5 Less well off
6 Much less well off
7 Very much less well off
C40 Which of the following people live in the same household with you?
1 I live alone
1 Father
1 Stepfather
1 Mother
1 Stepmother
1 Brother(s)
1 Sister(s)
1 Grandparent(s)
1 Other relative(s)
1 Non-relative(s)
99
C41 How satisfied are you usually with …
Very Neither Not so Not at all There is no
satisfied Satisfied nor satisfied satisfied such person
a) your relationship with your mother? ............ .................. .................. ................... .................. ...................
b) your relationship with your father? .............. .................. .................. ................... .................. ...................
c) your relationship with your friends?............. .................. .................. ................... .................. ...................
1 2 3 4 5 6
C42 How often do the following statements apply to you?

Almost Some- Almost
always Often times Seldom never
a) My parent(s) set definite rules about what I can do at home ......................... ............ ............ ............ ............
b) My parent(s) set definite rules about what I can do outside the home........... ............ ............ ............ ............
c) My parent(s) know whom I am with in the evenings....................................... ............ ............ ............ ............
d) My parent(s) know where I am in the evenings.............................................. ............ ............ ............ ............
e) I can easily get warmth and caring from my mother and/or father ................. ............ ............ ............ ............
f) I can easily get emotional support from my mother and/or father ................... ............ ............ ............ ............
g) I can easily borrow money from my mother and/or father .............................. ............ ............ ............ ............
h) I can easily get money as a gift from my mother and/or father ...................... ............ ............ ............ ............
i) I can easily get warmth and caring from my best friend .................................. ............ ............ ............ ............
j) I can easily get emotional support from my best friend ................................... ............ ............ ............ ............
1 2 3 4 5
C43 Do your parents know where you spend Saturday nights?

1 Know always
2 Know quite often
3 Know sometimes
4 Usually don’t know
C44 If you had ever used marijuana or hashish (cannabis), do you think that you would have said so in
this questionnaire?
1 I already said that I have used it
2 Definitely yes
3 Probably yes
4 Probably not
5 Definitely not
The next section includes questions about your parents’ thoughts about alcohol and drug use.
MA1 If you wanted to smoke (or already do), do you think your father and mother would allow you to do
so?
Would allow (allows) Would not (does not) Would not (does not)
me to smoke allow smoking at home allow smoking at all Don’t know
a) Father .......................................................... ................................... ................................... ....................................
b) Mother ......................................................... ................................... ................................... ....................................
1 2 3 4
100
MA2 What do you think your mother’s reaction would be if you do the following things?
She would She would She would She would
not allow it discourage it not mind approve of it Don’t know
a) Get drunk..................................................... ......................... ......................... ......................... .........................
b) Use marijuana/hashish................................ ......................... ......................... ......................... .........................
c) Use ecstasy ................................................. ......................... ......................... ......................... .........................
1 2 3 4 5
MA3 What do you think your father’s reaction would be if you do the following things?
He would He would He would He would
not allow it discourage it not mind approve of it Don’t know
a) Get drunk..................................................... ......................... ......................... ......................... .........................
b) Use marijuana/hashish................................ ......................... ......................... ......................... .........................
c) Use ecstasy ................................................. ......................... ......................... ......................... .........................
1 2 3 4 5
MA4 How satisfied are you usually with …

Neither satisfied Not at
Very satisfied Satisfied or not satisfied Not so satisfied all satisfied
a) the financial situation of your family? .......... ......................... ......................... ......................... .........................
b) your health?................................................. ......................... ......................... ......................... .........................
c) yourself? ...................................................... ......................... ......................... ......................... .........................
1 2 3 4 5
MA5 How much money do you usually spend a week for your personal needs without your parents’
control?
[INSERT NATIONAL CURRENCY]
The following section is about what you think of yourself.
MB1 Below is a list of statements dealing with your general feelings about yourself.
Mark one box for each line to indicate if you agree or disagree.
Strongly Strongly
agree Agree Disagree disagree
a) On the whole, I am satisfied with myself ........................................................ ................... .................. ...................
b) At times I think I am no good at all ................................................................. ................... .................. ...................
c) I feel that I have a number of good qualities .................................................. ................... .................. ...................
d) I am able to do things as well as most other people ...................................... ................... .................. ...................
e) I feel I do not have much to be proud of......................................................... ................... .................. ...................
f) I certainly feel useless at times ....................................................................... ................... .................. ...................
g) I feel that I'm a person of worth, at least on an equal plane with others ........ ................... .................. ...................
h) I wish I could have more respect for myself ................................................... ................... .................. ...................
i) All in all, I am inclined to feel that I am a failure .............................................. ................... .................. ...................
j) I take a positive attitude toward myself ........................................................... ................... .................. ...................
1 2 3 4
MB2 During the LAST 7 DAYS, how often ……

Rarely Some- Several Most of
or never times times the times
a) have you lost your appetite, you did not want to eat ..................................................................... ......... .......... ...........
b) have you had difficulty in concentrating on what you want to do .................................................. ......... .......... ...........
c) have you felt depressed ................................................................................................................ ......... .......... ...........
d) have you felt that you had to put great effort and pressure to do the things you had to do .......... ......... .......... ...........
e) have you felt sad ........................................................................................................................... ......... .......... ...........
f) couldn’t you do your work (at home, at work, at school) ................................................................ ......... .......... ...........
1 2 3 4
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MB3 How much do you agree or disagree with the following statements?
Totally Rather Don’t Rather Totally
agree agree know disagree disagree
a) You can break most rules if they don’t seem to apply................. .................. .................. .............. .................
b) I follow whatever rules I want to follow ........................................ .................. .................. .............. .................
c) In fact there are very few rules absolute in life ............................ .................. .................. .............. .................
d) It is difficult to trust anything, because everything changes ........ .................. .................. .............. .................
e) In fact nobody knows what is expected of him/her in life ............ .................. .................. .............. .................
f) You can never be certain of anything in life ................................. .................. .................. .............. .................
1 2 3 4 5
The following questions concern behaviours, which may be against some social rules or the law. We hope
that you will answer all the questions. Nevertheless, if you come across a question, which you cannot answer
honestly, we prefer that you leave it unanswered. Remember that your answers are anonymous.
MB4 During the LAST 12 MONTHS, how often have you …

Number of occasions
5 or more
Not at all Once Twice 3–4 times times
a) hit one of your teachers............................................................... .................. .................. .................. .................
b) got mixed into a fight at school or at work ................................... .................. .................. .................. .................
c) taken part in a fight where a group of your friends were

against another group.................................................................. .................. .................. .................. .................
d) hurt somebody badly enough to need bandages or a doctor...... .................. .................. .................. .................
e) used any kind of weapon to get something from a person ......... .................. .................. .................. .................
f) taken something not belonging to you, worth over (the

equivalent of) $10 ........................................................................ .................. .................. .................. .................
g) taken something from a shop without paying for it ...................... .................. .................. .................. .................
h) set fire to somebody else's property on purpose......................... .................. .................. .................. .................
i) damaged school property on purpose .......................................... .................. .................. .................. .................
j) got into trouble with the police for something you did .................. .................. .................. .................. .................
1 2 3 4 5
MB5 Has any of the following ever happened to you?

5 or more
Not at all Once Twice 3–4 times times
a) Run away from home for more than one day .............................. .................. .................. .................. .................
b) Thought of harming yourself ....................................................... .................. .................. .................. .................
c) Attempted suicide ........................................................................ .................. .................. .................. .................
1 2 3 4 5
MB6 Ιf you have attempted suicide, did any suicide attempt result in treatment by a doctor or a nurse?
1 I have not attempted suicide

2 Yes
3 No
102
The following questions concern behaviours, which may be against some social rules or the law. We hope
that you will answer all the questions. Nevertheless, if you come across a question, which you cannot answer
honestly, we prefer that you leave it unanswered. Remember that your answers are anonymous.
MC1 During the LAST 12 MONTHS, how often have you …

Number of occasions
40 or
0 1–2 3–5 6–9 10–19 20–39 more
a) participated in a group teasing an individual ............................... ......... ......... .......... ......... .......... .........
b) participated in a group bruising an individual .............................. ......... ......... .......... ......... .......... .........
c) participated in a group starting a fight with another group .......... ......... ......... .......... ......... .......... .........
d) started a fight with another individual .......................................... ......... ......... .......... ......... .......... .........
e) stolen something worth (give a rounded sum approx
equivalent to 2–3 movie theatre tickets).................................. ......... ......... .......... ......... .......... .........
f) broken into a place to steal .......................................................... ......... ......... .......... ......... .......... .........
g) damaged public or private property on purpose.......................... ......... ......... .......... ......... .......... .........
h) sold stolen goods ........................................................................ ......... ......... .......... ......... .......... .........
1 2 3 4 5 6 7
MC2 During the LAST 12 MONTHS, how often have you …

Number of occasions
40 or
0 1–2 3–5 6–9 10–19 20–39 more
a) been individually teased by a whole group of people.................. ......... ......... .......... ......... .......... .........
b) been bruised by a whole group of people ................................... ......... ......... .......... ......... .......... .........
c) been in a group that was attacked by another group .................. ......... ......... .......... ......... .......... .........
d) had someone start a fight with you individually........................... ......... ......... .......... ......... .......... .........
e) had something worth (give a rounded sum approx equivalent

to 2–3 movie theatre tickets) stolen from you.............................. ......... ......... .......... ......... .......... .........
f) had someone break into your home to steal something .............. ......... ......... .......... ......... .......... .........
g) had someone damage your belongings on purpose ................... ......... ......... .......... ......... .......... .........
h) bought stolen goods .................................................................... ......... ......... .......... ......... .......... .........
1 2 3 4 5 6 7
This section includes some more questions about cannabis.
MD1 Have you used cannabis during the LAST 12 MONTHS?

1 No
2 Yes Has the following happened to you during the LAST 12 MONTHS?
From time Fairly Very
Never Rarely to time often often
a) Have you smoked cannabis before midday?...................................... .......... ......... .......... .........
b) Have you smoked cannabis when you were alone?........................... .......... ......... .......... .........
c) Have you had memory problems when you smoked cannabis? ........ .......... ......... .......... .........
d) Have friends or members of your family told you that you

ought to reduce or stop your cannabis use?....................................... .......... ......... .......... .........
e) Have you tried to reduce or stop your cannabis use with-

out succeeding?.................................................................................. .......... ......... .......... .........
f) Have you had problems because of your use of cannabis

(argument, fight, accident, bad result at school, etc)?
Which: .................................................................................................. .......... ......... .......... .........
1 2 3 4 5
103
MD2 Are you part of a clique of friends, where using cannabis is part of your behaviour when you meet?
1 No
2 Yes How often per month do you meet with members of this clique?
1 (Almost) daily
2 3–4 times a week
3 1–2 times a week
4 1–3 times a month
5 Less than once a month
The next questions ask once more about cannabis.
O1 In which of the following places do you think you could easily buy marijuana or hashish (cannabis)
if you wanted to?
1 I don’t know of any such place

1 Street, park etc
1 School
1 Disco, bar etc
1 House of a dealer
1 Via the Internet
1 Coffee shop*
1 Other(s), please specify .......................................................................................………………................
* Optional
O2 How likely is it that each of the following would happen to you if you use marijuana or hashish
(cannabis)?
Not at all Unlikely Maybe Quite likely Definitely
a) I perceive things more intensely..................................................................... ............ ............ ............ ............
b) I can no longer follow a conversation properly............................................... ............ ............ ............ ............
c) I lose thread more quickly............................................................................... ............ ............ ............ ............
d) I am not so shy ............................................................................................... ............ ............ ............ ............
e) I have difficulty concentrating ......................................................................... ............ ............ ............ ............
f) I am more outgoing ......................................................................................... ............ ............ ............ ............
g) I can enjoy the moment more intensely ......................................................... ............ ............ ............ ............
h) I experience feelings more intensely ............................................................. ............ ............ ............ ............
i) I am less inhibited ........................................................................................... ............ ............ ............ ............
j) I may feel people are against me or persecuting me ...................................... ............ ............ ............ ............
1 2 3 4 5
104
We want to find out how people begin to take illegal drugs. We want you to think back to the very first occasion
(if any) on which you took any of them and tell us about it. (Let us say again that any information you choose to
give us about this will be strictly confidential/anonymous. Your name is not on this questionnaire and nobody
can find it out).
O3 Ifnes,
you have ever used any illegal drug like marijuana or hashish (cannabis), ecstasy or amphetami-
how did you get it?
1 I have never used any illegal drug like marijuana or hashish (cannabis), ecstasy or amphetamines
1 Given to me by an older brother or sister

1 Given to me by a friend, a boy or a girl, older than me
1 Given to me by a friend my own age or younger
1 Given to me by someone I have heard about but did not know personally
1 Given to me by a stranger
1 It was shared around a group of friends
1 Bought from a friend
1 Bought from someone I have heard about but did not know personally
1 Bought from a stranger
1 Given to me by one of my parents
1 Took it at home without my parents permission
1 None of these (please describe briefly how you did get it)……………………………………………….…………………….
……………………………………………………………………………………….……………………………………………….
O What was (what were) the reason(s) for you to try this drug?
1 I have never used any illegal drug like marijuana or hashish (cannabis), amphetamines or ecstasy
1 I wanted to feel high
1 I did not want to stand out from the group
1 I had nothing to do
1 I was curious
1 I wanted to forget my problems
1 Other reason(s), please specify...............................................………………..…………………..........................................
1 Don't remember
This section of the questionnaire includes some more questions about alcohol.
O5 Think back over the LAST 30 DAYS. On how many days have you had any alcohol such as beer,
cider, alcopops, wine or spirits to drink?
1 Never during the last 30 days
2 1 day during the last 30 days
3 2 days during the last 30 days
4 3 days during the last 30 days
5 1 day a week
6 2 days a week
7 3–4 days a week
8 Every day or nearly every day during the last 30 days
105
O6 On a typical day during the LAST 30 DAYS when you drank alcohol such as beer, cider, alcopops,
wine or spirits, how many drinks did you have? (A “drink” is approximately a glass/bottle/can of beer
(25–33 cl), a glass/bottle/can of cider (25–33 cl), a bottle of alcopops (27 cl), a glass of wine
(10–12.5 cl) or a glass of spirits (4 cl)).
2 I have not been drinking alcohol during the last 30 days
3 1 drink
4 2 drinks
5 3 drinks
6 4 drinks
7 5 drinks
8 6 drinks
9 7 drinks
10 8 drinks
11 9 drinks
12 10 or more drinks
O Do you think that heavy drinking influences the following problems?

Yes, Yes, quite Yes, to Yes, but
considerably a lot some extent only a little No
a) Traffic accidents ....................................................... ..................... ..................... ...................... ......................
b) Other accidents ........................................................ ..................... ..................... ...................... ......................
c) Violent crime............................................................. ..................... ..................... ...................... ......................
d) Family problems ....................................................... ..................... ..................... ...................... ......................
e) Health problems ....................................................... ..................... ..................... ...................... ......................
f) Relationship problems............................................... ..................... ..................... ...................... ......................
g) Financial problems ................................................... ..................... ..................... ...................... ......................
1 2 3 4 5
O Think of that last day on which you drank alcohol. Where were you when you drank?
1 At home
1 At someone else's home
1 Out on the street, in a park, beach or other open area
1 At a bar or a pub
1 In a disco
1 In a restaurant
1 Other places (please describe) …………………………………………………………………....................................…………….
106
O9 Think back again over the LAST 30 DAYS. How many times (if any) have you been drinking alcohol
equivalent to at least [INSERT NATIONALLY RELEVANT EXAMPLES].
1 None
2 1
3 2
4 3–5
5 6–9
6 10 or more times
O10 In your view, does a person close to you drink excessively?

1 No
2 Yes Has this caused harm or problems in your life?
1 No
2 Yes
The next two questions are about gambling.
O11 Have you ever felt the need to bet more and more money?
1 No
2 Yes
O12 Have you ever had to lie to people important to you about how much you gambled?
1 No
2 Yes
questions are
The following questions are about
about yourself
yourself and
and things
things you
you might
might do.
O13 What house work do you usually do at home?

1 I do shopping
1 I take care of younger sisters/brothers
1 I take care of pets
1 I cook
1 I clean the house/apartment
1 I do laundry
1 I wash dishes
1 I work on the household plot of land (garden)
1 I take care of farm animals
1 I care for elder family members
1 I take out the rubbish
1 I don't usually do any house work
107
O14 How much TV or video do you estimate you watch on an average weekday?
1 None
2 Half-hour or less
3 About 1 hour
4 About 2 hours
5 About 3 hours
6 About 4 hours
7 5 hours or more
O15 How good do you think you are at schoolwork, compared to other people your age?
1 Excellent, I am probably one of the very best
2 Well above average
3 Above average
4 Average
5 Below average
6 Well below average
7 Poor, I am probably one of the worst
108
Module 3
Data Collection Methods
3.60
109
School Surveys – Putting it Together
 Developing the school surveys

 Introducing school surveys into the school
 Administration of school surveys in school settings
3.61
School Survey Sample Introduction
 Large Group 10 minutes

 Worksheet 7.73.3.1-School Survey Sample Introduction
3.62
110
WORKSHEET 7.73.3.1- SCHOOL SURVEY SAMPLE
INTRODUCTION
This questionnaire is part of a part on alcohol, drug and tobacco use. The survey is
conducted by [_______}. You are one of about [______] students who we are asking to
participate in the study. The information you give will contribute to a better understanding
of young people like yourself.
The answers you give ill be kept private. No one will know waht you write. The questions
that are asked about your background will only be used to describe the types of students
completing the survey. The information will not be used to find out your name. No names
will ever be reported. Answer the questions based on what you really do and know.
Please answer truthfully as you can. Completing the survey is voluntary. Whether or not
you answer the questions will not affect your grade in the class. If you are not comfortable
answering a question, jus leave it blank.
This is not a test. There are no right and wrong answers. If you do not find an answer that
fits exactly, mark the one that comes closest. If you have a question, please raise your hand
and your [teacher/survey administrator] will assist you. When you have finished, please
put the questionnaire into the enclosed envelope and seal it yourself. Your [teacher/
survey administrator] will collect the envelopes.
Thank you very much.
111
Introducing School Surveys
Introduction
 Purposes
 Introduce the study
 Describe what it is about
 Explain why participation is important
 Specify what topics are covered
 Specify how long it will take to complete the survey
 Specify what happens to the information that will be
collected
 Explain efforts to ensure that information the student
provides will be kept confidential
3.63
Surveys: Data Collection Implementation
 School classroom administration
3.64
112
Surveys in School Settings
Meet with school authorities to secure approval:

 The survey itself
 Letter to parents (if required) giving them the opportunity to
decline to allow their children to participate
3.65
113
School Survey Administration
 No identifying information
 Short explanation of purpose and content
 Students have the right to
 Skip any question
 Stop taking the test at any time
 Ensure confidentiality throughout the process!
3.66
School Survey Administration
Administration formats:
 Web-based
 Questionnaire
 Bubble sheets: example
https://www.surveymonkey.com/
3.67
114
Small-Group Exercise: Survey Design
Please form small groups of 3 persons

See Worksheet 7.73.3.2-Survey Design and
Resource Pages – 7.73.3-YRBS 2015 and 7.73.4: ESPAD 2011
Small groups: 30 minutes: Report out: 15 minutes
Group Topics:
1. Binge drinking alcohol among teens
2. Beliefs about cigarette smoking
3. Perceptions of risk and availability of marijuana/cannabis
4. Teens’ and parents’ relationship and substance use
3.68
115
116
WORKSHEET 7.73.3.2- SURVEY QUESTION DESIGN WORKSHEET
Directions: Each group will be assigned one of the following topics which relate to teen substance use and the ability to measure
the impact of your prevention efforts.
1. Binge drinking alcohol among teens
2. Beliefs about cigarette smoking
3. Perceptions of risk and availability of marijuana/cannabis
4. Teens’ and parents’ relationship and use of marijuana/cannabis
Please refer to the Resource Pages 1.3.3 – YRBS 2015 and 1.3.4 – ESPAD 2011, from which to select your measures. Indicate your
objectives and the specific questions in the worksheet sections below. We will then reconvene in the large group to see what
you did. The next page describes some quality control feature of the questions and the standard responses that are used.
1. Identify Purpose of Survey (Choose a topic related to substance use that is relevant to your community)
What do you want to study?
2. Develop 3 Potential Survey Questions (Items and response scales) *
Objective (What are you trying to measure?) Proposed Question (Individual Questions) Response Format or Scale*
*Examples of response formats and scales are on the following page

3. Quality Control Checklist (Use for Each Question)
Quality Checklist Yes Partial No N/A

Question clearly linked to objective (Not just a repeat of objective)
Terms and concepts clearly defined (Everyone answers the same question)
Question asks only one thing (No “double-barreled” questions)
Respondent can answer the question (Are you asking the right person in the right way?)
Purpose of question clear (Minimize social desirability?)
Respondent can understand and do the task (Can put their responses on your scale?)
Response format matched to objective and purpose (Yields data in a format you can use?
*Examples of Commonly Used Response Scales
Type of Measure Common Scale

Frequency Always, Usually, Sometimes, Rarely, Never Often, Sometimes, Rarely, Never
Agreement Strongly disagree, Disagree, Neutral, Agree, Strongly agree
Feelings Very negative, Negative, Equally positive/negative, positive, very positive

Quality Poor, Fair, Good, Very Good, Excellent
Quantity Not at all, Only a little, Some, A lot (or “a great deal”)
Extent Extremely, Very, Somewhat, Slightly, Not at all
"Resource Page 1.3.3" on page 63

"Resource Page 1.3.4" on page 89
117
Fidelity Assessment: Checklists (1/2)
For prevention programs that come with manuals,

assess:
 Activities implemented
 How these activities were implemented
 The order in which they were implemented
 What was added that was not in the program manual
3.69
Fidelity Assessment: Checklists (2/2)
 Observing implementation directly using a standardized

checklist that summarizes
 Activities and events
 Completed by independent observers
 Costly in time and manpower
 Requires training
 Completed by the program implementer
 Requires training
 Open to biased reporting
3.70
118
Program Fidelity Checklist Example –
Project Alert
Please work individually
See Worksheet 7.73.3.3-Program Fidelity Checklist
Individual: 20 minutes; Large-group: 10 minutes
 Assessing Program Fidelity Using a Checklist
 Challenges
http://www.performwell.org/index.php?option=com_mtree&task=att_download&link_id=120&cf_id=24
3.71
119
WORKSHEET 7.73.3.3- PROGRAM FIDELITY CHECKLIST –
PROJECT ALERT
Directions: Review the following tasks and the rating sheet on the next page. As you will
see, each lesson is divided into activities, and a description is provided of each activity.
There are three columns for each activity, rating the degree to which the activity was
completed by the teacher as “all”, “some,” or “none;” they could be reduced to two for
the sake of simplicity: that is covered “yes” or “no.” Now, some of these activities are
fairly easy to rate. For example, whether the teacher posts ground rules (Activity 1) and
then posts the prepared chart paper sheet for Activity 3. However, the fourth activity, the
teacher facilitates drug pressure discussion, would be much more challenging to assess.
• How would you assess the 4th activity if you were an observer? What activities would
have to track to measure it?
• How would you track the Activity 8, the last activity?
After 20 minutes, we will reconvene in the large-group for discussion.
Project ALERT - Lesson 4: Introduction to Pressures
1. Ground Rules Posted: Prior to introduction of lesson, teacher posts ground rules
developed by the class
2. Introduction: Teacher collects homework, introduces the lesson’s topic concerning
pressures teens face to use drugs, and how to resist those pressures
3. Discussion of Pressures to Use Drugs: Teacher posts prepared chart paper sheet for
recording of lists of where pressures to use drugs come from
4. Teacher Facilitates Drug Pressure Discussion: Teacher facilitates discussion and records
points raised by students, ensuring that the major categories of friends, media, family/
adults and self are noted
5. Teacher Leads Discussion of Drug Use Visual: Teacher posts prepared visual on drug
use prevalence, leading to discussion about the fact that most teenagers do not use
6. Discussion of How Ads Work: Teacher leads a discussion about the advertising
industry, the amount spent to influence people’s choices, and the ways in which ads
link cigarettes and alcohol with things people want
7. Lesson Four Wrap-up: Teacher praises students for their work and introduces the
Advertisement Count Sheet homework assignment (to be completed with parents or
other significant adult)
8. Teacher Reinforcement of Student Participation in Curriculum: While delivering lesson,
teacher encouraged and positively reinforced student participation and treated
students with respect
Rating categories: All, Some, None
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Lesson Four – Introduction to Pressures
ACTIVITY ALL SOME NONE

Ground Rules Posted
Prior to introduction of lesson, teacher posts ground rules developed by
the class.
Introduction
Teacher collects homework, introduces the lesson’s topic concerning
pressures teens face to use drugs, and how to resist those pressures.
Discussion of Pressures to Use Drugs
Teacher posts prepared chart paper sheet for recording of lists of where
pressures to use drugs come from. Note: this chart paper list is saved for
Lesson Nine.
Teacher Facilitates Drug Pressure Discussion
Teacher facilitates discussion and records points raised by students, ensuring
that the major categories of friends, media, family/adults and self are noted.
Teacher Leads Discussion of Drug Use Visual
Teacher posts prepared visual on drug use prevalence, recording student
estimates and then factual rates; leading to discussion about the fact that
most teenagers do not use, and that much information they may have is a
substantial exaggeration of facts.
Discussion of How Ads Work
Teacher leads a discussion about the advertising industry, the amount spent
to influence people’s choices, and the ways in which ads link cigarettes and
alcohol with things people want.
Identification of Ad Messages
Teacher brings several ads to class and uses them to facilitate discussion
about what advertisers want people to believe about their product.
Rewrite of Substance Ads
Students break into groups to rewrite ads telling the truth about the
products. Group recorders then present the re-‐written ads to the class,
stimulating discussion about how these products do not really lead to
happiness, glamour.
Lesson Four Wrap-up
Teacher praises students for their work and introduces the Advertisement
Count Sheet homework assignment (to be completed with parents or other
significant adult).
Teacher Reinforcement of Student Participation in Curriculum
While delivering lesson, teacher encouraged and positively reinforced
student participation and treated students with respect.
https://www.projectalert.com
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Partner Exercise: Fidelity Checklist
Please form pairs

See Worksheet 7.73.3.4-Fidelity Checklist Exercise – Brain Power
Partner: 25 minutes; Large-group: 20 minutes
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WORKSHEET 7.73.3.4- FIDELITY CHECKLIST EXERCISE –
BRAIN POWER
Directions: Fidelity is the extent to which the delivery of a program adheres to the protocol
outlined by the program creators. This could include program content or activities,
the number of sessions held or attendance at each session, or the quality of program
delivery. There are many ways to measure fidelity. One of them is a checklist. Using the
description of the lesson plan included in Brain Power, a school-based substance use
prevention curriculum, create a checklist that would allow you to assess program fidelity if
you personally observed a teacher delivering the curriculum in a classroom.
Brain Power: Grades 6-9
Activity 1: Brain Messages
Preparation
• Provide students with the Module 1 magazine The Brain and Nervous System for
background knowledge.
• Photocopy and pass out the Brain Parts Fact Sheet and the Neurotransmission Fact
Sheet for students to complete during the lecture.
Activity 1.1:
• Give each group the Neurotransmission Fact Sheet.
• Give each group a large sheet of butcher-block paper, pencils, and markers. Tell
each group to draw the steps involved in neurotransmission.
Activity 1.2:
• Have groups take turns showing the steps of neurotransmission. Encourage students
to ask questions in a discussion format in between the presentations.
• Based on the clarity, information, and creativity in the groups’ presentations, you
will give each group a score from 0-10. These scores need to be recorded on the
Group Scorecard. At the end of all the modules, the team with the most points wins
the Brain Power! Challenge competition.
Activity 2: Legal Doesn’t Mean Harmless
Preparation
• Tell students that this is the second activity of their competition. The first group to
complete the task wins five points.
• Students should use the “Nicotine and the Brain” and “Alcohol and the Brain”
handouts from the lecture and the magazine content to help them complete this
activity.
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Activity 2.1
• Divide the class into their Brain Power! Challenge groups and tell the groups to
move next to each other around a desk. (If the class is large, it might be better to
work on the floor.)
• Give each student a copy of the Puzzle Pieces handout. The definitions should be cut
apart so each one is on a different piece of paper. The puzzle pieces are designed so
that the definitions are gray and the words are white.
• The puzzle pieces include words and definitions from the module. Students will need
to arrange the pieces so that the correct definition is next to each word.
• The team that completes this task correctly in the shortest time wins. Record the
winning group’s points on the Group Scorecard.
Adapted from NIDA, Brain Power Grades 6-9 https://www.drugabuse.gov/publications/
grades-6-9/
Completed
Activity # Activity
(Yes/No)
1.1 Teacher provides neurotransmission fact sheet
Teacher gives each group given paper, pencils, and
markers
Teacher tells each group told to draw the steps involve
in neurotransmission
1.2 Groups take turns showing the steps of neurotransmission
Teacher encourages students to ask questions in a
discussion format
Teacher scores each group from 0-10 on a Group
Scorecard
2.1 Teacher divides the class into a Brain Power! Challenge
group
Teacher tells groups to move next to each other
Teacher gives each student a copy of the Puzzle Pieces
handout, with each definition on a different piece of
paper
Teacher tells students to arrange the pieces to match
the definition to the word
Teacher records on the Group Scorecard the group
that completes the task in the shortest amount of time
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Qualitative Data Implementation
 Key informant Interviews

 Focus Groups
 Structured Observations
 Photovoice
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Key Informant Interviews
 Purpose: To secure an in-depth understanding of

respondents’ perspectives and experiences in regards to a
particular topic or issue
 Format:
 Structured
 Open-ended
 Standardized
 Unstructured or Topic Guides
 Flexible
 Allows follow-up
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Key Informant Interviews: Constructing

Questions (1/3)
 Start with your major topics of interest

 Specify your targeted respondents
 Develop specific questions related to each topic
 Tailor them to individual respondents as needed
 Order your questions appropriately
 Develop standard probes for your questions
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Questions (2/3)
 Explain the purpose of the interview

 Introductory questions
 Warm-up questions
 Key questions
 Transitional questions
 Ending question
http://www2.ca.uky.edu/agpsd/Focus.pdf
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Questions (3/3)
 Open-ended
 Neutral (not “leading”)
 Asked one at a time
 Worded clearly
 Anchored to personal experience
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Guidelines for Selecting Key Informants
 Must have first-hand knowledge and understanding of the

community, who lives there, and its issues or problems
 May be agency representatives, community residents and
leaders, local business owners, members of non-profit
organizations, government officials, religious leaders,
police, and youth advocates
 Key informant interviews should represent the racial,
ethnic, and economic diversity of the community
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Guidelines for Conducting Key Informant
Interviews
 Ask simple questions

 Be patient
 Be open, non-judgmental
 Use silence effectively
 Attempt to interpret unclear statement
 Challenge inconsistencies
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Partner Exercise: Conducting a Key
Informant Interview
Please form pairs
See Worksheet 7.73.3.5-Conducting A Key Informant Interview
Partners: 15 minutes; Report out: 20 minutes
 Conduct interview
 Debrief on the experience as an
interviewer or interviewee
http://healthpoly.ucla.edu/programs/health-data/trainings/docuicments/tw_cba23.pdf 3.80
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WORKSHEET 7.73.3.5- PARTNER EXERCISE - CONDUCTING
A KEY INFORMANT INTERVIEW
Instructions: Do this exercise with a partner. First, decide who will be the interviewer
and who will be the interviewee. The interviewer should explain that the purpose of the
interview is to learn more about substance use and related problems in the community,
and characteristics of community environments that may contribute to those problems.
The interviewer can ask the following questions and write down the answers.
1. Do you think that substance use is a problem in your community?
2. What kinds of substances are causing the most problems?
3. Where are the problems occurring?
4. What groups are using these substances?
5. Who is affected by their use?
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Focus Groups
Purpose: To learn more about opinions and

experiences on an issue
Format:
 Small group discussion guided by a trained leader, who
knows how to get the best information from a group
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Focus Groups: Selecting Participants
 6–8 participants
 Shared characteristics desirable, but..
 Representative of your population of interest
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Focus Groups: Recruitment Materials
Should include statements about:

 Purpose
 Sponsor
 Likely place and time(s)
 Likely length of focus group
 Incentives
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Focus Groups: Recruitment Follow-Up
 Contact prospective members personally

 Contact should be made by the facilitator
 Followed by a letter
 Call the same day
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Focus Groups: Organization
 Make people comfortable

 Provide drinks and snacks
 2 staff required:
 Moderator (or leader)
 Note taker
 If tape recorder used
 Ask permission
 Explain purpose
 Assure confidentiality
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Focus Group Guide
 Timing Ground Rules

 Participants  Focus group members are
 Introduction/Icebreaker expected to do the talking
 Purpose  All experiences and
 Consent opinions are important
 Questions  Confidentiality
 Closing  Asking about recording
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Focus Groups: Tips for Moderators
 Interact with participants before group starts

 Respect participants’ contributions
 Look at participants when they talk
 Listen attentively and non-judgmentally
 Respond with sensitivity
 Don’t present personal history or opinions
 Use pauses effectively
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Focus Groups: Tips for Note Takers
 Write clearly
 Listen for quotes
 Follow up with individual participants if
 Their statements are unclear
 Further information may be useful
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Focus Group: Sample Introduction
See Worksheet 7.73.3.6-Focus Group - Sample Introduction

Large Group: 5 minutes
 Do you like this script? Why or why not?
 Is there anything left out that should be there? If so, what
is it?
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WORKSHEET 7.73.3.6- FOCUS GROUP - SAMPLE
INTRODUCTION
Welcome, all. Thanks for taking time out of your busy lives to join this focus group
and learn more about…….. My name is…. And I will moderate today’s discussion. I am
joined by …… who will take notes of this discussion. We invited you to join us because
you….. There are no right or wrong answers to the questions I will ask you. I expect that
you will have different points of view, and I hope you will all feel comfortable in expressing
them. Please feel free to share your opinions, even if they differ from what someone has
just said. I want to make sure that everyone has a chance to share. So if you talk a lot, I
might invite you to give someone else a chance. And if you haven’t said anything in a while,
I may check in with you to see if you’re OK and have anything to say. But please don’t feel
that I am pressuring you to say anything; it is your right, of course, not to respond.
We will take notes to help us remember what you said. Please be assured that we
will not record any of your names anywhere in our notes, and will not include any of your
names in any of our reports.
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Focus Groups: Using Follow-up Questions
- Probes
Examples:
 Would you say a little more about that?
 Could you give an example that might help explain what
you mean?
 Is there anything else?
 I’m not sure I understand you. Could you please say that
another way?
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Small-Group Exercise: Focus Group
Please form small groups of 6-8 persons

See Worksheet 7.73.3.7-Designing Focus Group Questions and Conducting a Focus Group
Small groups: 60 minutes; Report out: 30 minutes
 What worked?
 What could have worked better?
 Did everyone have a chance to participate?
 Did some people speak too little, or
too much?
 What did the moderator think he or
she could have done differently?
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WORKSHEET 7.73.3.7- DESIGNING FOCUS GROUP
QUESTIONS AND CONDUCTING A FOCUS GROUP
Part 1. Designing Focus Group Questions

Focus group participants won’t have a chance to see the questions they are being asked.
So, to make sure they understand and can fully respond to the questions posed, questions
should be:
• Short and to the point
• Focused on one dimension each
• Unambiguously worded
• Open-ended or sentence completion types
• Non-threatening or embarrassing
• Worded in a way that they cannot be answered with a simple “yes” or “no” answer
(use “why” and “how” instead)
There are three types of focus group questions:
1. Engagement questions: introduce participants to and make them comfortable with
the topic of discussion
2. Exploration questions: get to the meat of the discussion
3. Exit question: check to see if anything was missed in the discussion
Working with your team - brainstorm a set of engagement, exploration, and exit questions
related to exploring alcohol abuse in your community. You will have about 15 minutes
to construct your questions:
Engagement
1.
2.
Exploration
3.
4.
5.
6.
7.
8.
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Exit
9.
10.
Part 2. Getting Ready to Conduct a Focus Group
Focus groups generally have five parts:
Part 1. Preparation
• Designing your focus group questions and length of interview
• Recruit participants
• Developing a consent form
• Acquiring materials (tape recorders, snacks, etc.) and setting up space
Part 2. Opening
• Explain purpose of focus group (have consent already taken care of)
• Put your group at ease
• Provide ground rules
Part 3 Introductions and Ice-Breaking
• Participants relate their experience and roles to the topic
• Moderator stimulates group interaction and cogitation on topic
Part 4. Main Group Discussion
• Deep responses
• Connect the dots! Integrated analysis
• Broad participation
Phase 5. Closure
• Moderator summarizes key themes
• Theories presented to group members for their feedback
• Final comments
Directions: Working with your team, draft a plan for conducting your focus group related
to alcohol abuse in your community. This should include timing, set-up, consent forms,
recruitment strategies, materials needed, and an interview guide. You will have about
15 minutes to draft the plan.
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Part 3. Conducting a Focus Group
Directions: Select one or two people in your group to act as facilitators and use your
focus group plan to conduct your focus group for 30 minutes. Assign others in the
groups roles (community members, program staff, program beneficiaries, etc.) as you see
fit. Some helpful facilitation guidelines are listed below:
• The focus group is conducted by a team consisting of a facilitator and an assistant
facilitator. The facilitator facilitates the discussion; the assistant takes notes and runs
the tape recorder.
• Facilitators should be able to:
{ Listen attentively with sensitivity and empathy
{ Listen and think at the same time
{ Believe that all group participants have something to offer no matter their
background
{ Has experience or adequate knowledge of the topic at hand
{ Can keep personal biases and views out of the facilitation
{ Can both relate to the group and but also manage the group
• Facilitators should use probing questions to go in-depth, some helpful probes might
be:
{ “Can you talk about that more?”
{ “Help me understand what you mean”
{ “Can you give an example?”
• Facilitators should attempt to tactfully deal with challenging behaviors of participants.
Some helpful strategies might be:
{ Self-appointed experts: “Thank you. What do other people think?”
{ The dominator: “Let’s have some other comments.”
{ The ramblers: Stop eye contact; look at your watch; jump in at their inhale, when
they take a breath.
{ The shy participants: Make eye contact; call on them; smile at them.
{ The participant who talks very quietly: Ask them to repeat their response more
loudly.
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Structured Observations
 A direct visual measure of behavior, physical settings,

environmental features, and people’s characteristics and
interactions
 Purpose: To understand what’s going on directly, and
there is physical evidence that can be seen, measured, or
counted
 Format:
 Relatively easy to conduct, although it may sometimes be
difficult to interpret and generalize from what you have
observed
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Strategies for Structured Observations (1/2)
 What the situation or context

looks like Observation
 Who was involved, and how many Guide
 What happens
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Strategies for Structured Observations (2/2)
 Rapid Assessments or Time-Point Observations or Spot

Checks
 How much time and observations you will make
 Caution: the longer you as an observer remain in a given
location, the more likely you are to stand out as people
begin to wonder who you are and why you are there and
the more likely you are to changing the behaviors you are
observing
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Structured Observations – Preparation
Decide:
 Who or what will you observe?
 Where will you observe it?
 When and how often will you observe it?
 For how long?
 How secure are you?
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Structured Observations: An Example
What you might learn from observing a nuisance

alcohol outlet
 Number of people are congregating outside
 Number of people are drinking outside
 Alcohol sales to minors inside
 “Shoulder taps” outside resulting in a sale to a minor
 Number and type of “nuisance” incidents and who was
involved
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Constructing an Observation Form:
Precoded or Uncoded
Key elements for a structured observation form:

 Name
 Place
 Date and time
 Detailed instructions concerning:
 What to look for
 Where to look for it
 How to report or code what you see
 How long the observation should continue
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Partner Exercise: Structured Observation
Please form pairs

See Worksheet 7.73.3.8-Structured Observation
Partners: 20 minutes; Report Out: 15 minutes
 Answer questions
 Report out
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WORKSHEET 7.73.3.8- STRUCTURED OBSERVATION
Observation is observing behavior or an event rather than asking questions about it. One
advantage of observation is that you don’t have to ask questions! You just watch and
record. “Structured” just means that you won’t try to observe everything but will observe
that which you decide in advance to watch. Observers can either participate in the event
(as participant observers) or simply observe the event or situation without participating
in it (non-participant observers). You may wish to be a participant observer to gain
greater understanding of the process, intervention, or event in which you participate.
You may wish to be a non-participant observer if your involvement as a participant might
bias the findings.
Directions: Read the scenario below and use the questions to help you think through
conducting a structured observation.
Scenario – City center with bars and restaurants. Public drunkenness and occasional
violence occurring late weekend evenings. What would be a structured way of documenting
and understanding what is happening in this area during these times?
Questions to consider:
1. What are you looking for?
2. Where are you looking for it?
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3. How are you going to record what you see?
4. How long should this observation continue?
5. How are you going to analyze what you have recorded?
6. What is your plan to report on analysis?
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Photovoice
 Photovoice is a type of direct observation, which combines

images and words
 The goals of photovoice are to:
 enable people to record and reflect their community’s
strengths and concerns
 promote critical dialogue and knowledge about important
community issues through large and small group discussion
of photographs
 reach policy makers and people who can
be mobilized for change
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Photovoice – Data Collection
Convene interested community members to

 Describe photovoice
 Ensure access to cameras
 Identify a problem of common interest
 Set goals for the effort
 Provide instructions
 Establish timelines
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Photovoice – Identifying the Issue
 What substances are being used or abused in your

community?
 What are the consequences of substance use or abuse
that you see?
 Where, and when, are these problems occurring?
 Can you document these problems by taking pictures?
 Can you tell a story with these pictures?
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Photovoice Collaboration
A mutual and clear understanding by all participants

related to:
 Identifying a key issue of concern
 Keeping a journal that includes:
 Pictures
 When & where taken
 The story behind the picture
 Ethical issues concerning the subjects of the pictures
 Minimizing any personal risk
 Ownership and use of pictures taken
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Photovoice: Further Guidance
 Importance of adhering to timelines

 Upload pictures to social media site
 Where each was taken
 What it describes
 The photographers’ impressions
 Hold regular meetings at which participants
 Talk about their pictures
 Discuss them freely
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Small-Group Exercise: Photovoice
Please form two groups

See Worksheet 7.73.3.9-Photovoice Data Collection
Small-group: 60 minutes
Suggested Web Search Terms:

 (pictures or photos) + (alcohol use) or (drug abuse) or
(tobacco use) or (alcohol advertisement) or (tobacco
advertisement)
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WORKSHEET 7.73.3.9- PHOTOVOICE DATA COLLECTION
Photovoice is a process by which people can identify, represent, and enhance their
community through a specific photographic technique. Photvoice has three main goals:
{ enable people to record and reflect their community’s strengths and concerns
{ promote critical dialoque and knowledge about important community issues
through large and small group discussion of photographs
{ reach policy makers and people who can be mobilized for change
Directions: Because of concerns for safety in regard to taking photos of substance use
behaviors in the community, we will have you experience photovoice in this virtual exercise.
In your groups, please spend 10 minutes to identify a concern related to substance use
that you would like to document. Please complete plans below on how you will search
for photos on the web that can document substance concern. You may wish to use the
following phrases and others you might think of to find pictures:
(pictures or photos) + (alcohol use) o (drug abuse) or (tobacco use) or (alcohol

advertisement) or (tobacco advertisement)
You should collect as many photos as you need to document your case, but then should
select one photo to send to your trainer to use in the analysis exercise in the following
course.
Plan for Photovoice

Substance Use Issue:
Additional Search Terms:
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To prepare for the analysis discussion in UPC-74, please enter the following in regard to
your selection:
See – Literally, what are you seeing in this picture?
{ What objects, colors, things in the picture stand out for you?
{ If you telephoned a friend, how would you describe what the picture looks like
to him or her?
Happening – What is happening in the picture?

{ Can you describe the action in simple terms?
{ Do these actions tell your story? (e.g., a tobacco ad featuring a cartoon character
smoking)
Our – How does this relate to your lives?

{ How does this picture remind you of situations you or others have had?
Why – Why does this issue exist?

{ How does this issue affect your community?
{ Who or what is responsible for perpetuating this situation?
Evaluation – How can you and your community become empowered with your new
understanding?
{ What insights does this offer you?
{ How can you be part of the solution to the problem you have documented?
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Do – What can you come up with to address the issue?
{ What strategies can you come up with to address the issue?
Comparing Structured Observations and Photovoice

{ How do structured observations differ from Photovoice?
{ How do their purposes differ?
{ Who is in charge of each?
{ How does their implementation differ?
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Review of List
 Review list made at the beginning of the session

 What have we covered?
 What have we missed?
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UPC-73 Evaluation
30 minutes
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RESOURCE PAGE 7.73.1- LOGIC MODEL FOR PROJECT
TOWARDS NO DRUG ABUSE (TND)
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RESOURCE PAGE 7.73.2: ETIOLOGY MODEL
• Social and Cultural

• Economic/Poverty
• Physical
Macro-Level
Environments
Personal Beliefs
Characteristics Attitudes
Behaviors
Macro-Level
Environments
• Genetics
• Family • Temperament
• Peers • Physiology
• School
• Faith-Based Organizations
• Workplace
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UPC-73: TYPES OF DATA AND DATA COLLECTION
UPC-73 aims to provide an understanding of how to identify different types of data and
select appropriate measures.
Module 1 - Definitions and Descriptions of Different Types of

Data
Data are facts, and come in many different forms. Examples include the characteristics
of individuals, or groups, such as age, gender, height, and weight. Data also include
behaviors such as smoking and drinking. Smoking and drinking behaviors can be
expressed in many different ways: for example, we can talk about whether someone has
ever smoked or drank alcohol, or whether they have done so in the past 30 days. Or we
can talk about how much someone has smoked and drunk in the past month. But data
can also be found in the form of text from individual interviews and focus groups. So -
data come in all forms, but they are still just data until we transform them into a form that
can be counted and grouped, analyzed, and interpreted. During this transformation,
data become information that can be used to make decisions.
Data can be categorized in several ways. One way is whether the data are primary or
secondary:
• Primary data are data that you collect yourself, for your own specific purpose or
need. The problem with primary data is that they may be expensive or labor intensive
to collect, and if your budget or time is limited, that can be a real problem. Or there
may be a variety of other issues that may make it difficult or even impossible to
collect your own data. Examples of sources of primary data - that is, data you or your
colleagues may personally collect - include surveys, personal interviews, field notes
(like meeting minutes), observations, and focus groups.
• Secondary or archival data are data that have been collected by someone else that
you then use for your own purpose. Secondary data tend to be readily available
and relatively inexpensive to secure. Another advantage of secondary data is that
if data collection is repeated over time – say every year or every other year – you
can look for trends in your outcomes of interest. And if the same data are collected
in a number of regions or areas of the country, including yours, you can compare
what you find in your own region with that of other regions. But secondary data
also have some disadvantages. The datasets you can find may not meet your needs;
they may address the wrong question, or assess the wrong population, or have been
collected in an insufficiently rigorous fashion, so they are difficult to interpret. Some
examples of secondary data that are relevant to the consequences of substance use
are arrest information, emergency department admissions, death reports from the
medical examiner or coroner, reports to poison control centers, and school reports
of substance use
Another way of categorizing data is whether they are qualitative or quantitative. Both are
critical to an understanding of how to conduct research that involves both monitoring
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and evaluation. Neither type of data is “better” or “more rigorous” than the other – it all
depends on what you are trying to learn or measure, and from whom, and how:
• Quantitative – The distinguishing feature of quantitative data is that it describes things

in numbers, or statistics. Examples include height, weight, age, and temperature. But
quantitative data can also include measures of attitudes and beliefs, which is why they
show up on both lists of examples. If I ask you to describe your belief about potential
consequences of substance use in your own words, that’s qualitative data. If I ask you
to respond to a question about the same consequence of substance use on a rating
scale of (say) 1 to 5, representing “1=not true” to “5=very true,” that’s quantitative
data. The point is that sometimes you can address a question about monitoring and
evaluation using either qualitative or quantitative data, and sometimes you may want
to use both.
• Qualitative – When you use qualitative data, you are typically trying to describe
things using words – your own or other people’s. To do so you rely on your own
senses – mostly your ears and eyes – but sometimes other senses as well, such as
your nose or even your intuition. Qualitative data are often (but by no means always)
subjective – insofar as that two people may observe the same thing, but each may
hear and see - and thus describe - something rather differently. You perhaps know
the story of the blind men who try to describe an elephant based on the different
parts of its body that each has touched (its trunk, tusks, feet, and tail). Each of the
blind men will give you a very different impression of what the elephant looks like.
Examples of qualitative data include people’s appearance and mood. You may
also gather data about how engaged they are with you (or other people), and how
responsive they are. Qualitative data may also include collecting impressions about
people’s attitudes towards or beliefs about someone (or something).
• Qualitative and Quantitative – Almost all qualitative data can be turned into
quantitative data by giving them numerical values that can then be analyzed just like
quantitative data. Here’s an example. Say you are trying to determine the nature
and extent of substance use among adolescents in the community. You might ask a
question like “Is substance use by young people a problem in your community?” The
initial responses you get may be “yes” or “no,” or perhaps even “yes, a very major
problem” or “not a problem at all.” So, you can see that you could arrange responses
from, say, “1=not at all to 4= very much.” Then you could code each response as
either a 1, 2, 3, or 4, and you have now turned qualitative into quantitative data.
We will now review both quantitative and qualitative data in more depth, starting with
quantitative data. Quantitative data generally provide measures of quantity. Quantitative
data also are used to measure levels of behavior and trends over time. Quantitative
data are objective, standardized, and usually easily analyzed. As they are standardized
they can be collected across communities and groups and over time. Examples of
quantitative data are those that come from surveys or records, for example the number
of used syringes visible in a public park frequented by drug abusers. There are two main
types of data collection for quantitative data, survey questionnaires and checklists. Both
could be either primary or secondary data: that is, you could collect them yourself, for
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your own specific purpose, or use data that have been collected by someone else for a
different purpose.
• Survey Questionnaires represent perhaps the most frequent means of collecting

information from a substantial number of people about a particular topic. Once they
are developed, they can be used in a variety of settings, and are relatively cheap and
easy to administer. Once the data have been entered on an electronic spreadsheet,
they are also relatively easy to manipulate using fairly simple statistical software. As
we will see in a later curriculum, reports can then be illustrated by graphics that can
be developed directly from the dataset. However, surveys have their own potential for
problems. A survey may be poorly put together, with questions that don’t measure
what you think (or hope) that they measure. The sample chosen for the survey may not
represent the population that you want to learn about. Data collection procedures
may be flawed, and bias your results. That said, surveys are perhaps the type of data
collection tools that are used most often for monitoring and evaluation. Surveys
typically contain structured, written questions that respondents complete on their
own, either on paper or on the internet.
• Checklists are just like they sound: a list of items. Checklists have many uses, but for
the purposes of monitoring and evaluation they most often include a list of activities
that are included in a substance use prevention program. Their usual purpose is
to verify that a number of key steps or activities that have been undertaken and
completed. Checklists can thus help you remember to do everything that needs to
be done at every stage of the implementation of a prevention intervention. The
specific kind of checklist that we will focus on in this course has to do with assessing
the fidelity of program delivery. In essence, fidelity checklists are instruments that
serve to determine the quality and thoroughness of the implementation of the
program you are evaluating – that is, whether it was implemented as intended by the
developer. Why is this important? Because an understanding of how your program
was implemented is essential. If the program works, you will want to know how it was
administered, so it can be done again the same way. If it doesn’t work, you’ll want to
know why it seems not to have been effective. Perhaps some essential components,
or activities, were omitted. Or perhaps something was added to it that didn’t help.
Qualitative data are generally subjective and address the “why?” and “what does it
mean?” types of questions. Qualitative data provide insights into the meaning of
observed behavior, trends, and perceptions. Qualitative data are more explanatory, and
often help to interpret quantitative data. They may help interpret and understand what
you learned (or think you learned) from quantitative data. Four examples of qualitative
data sources are key informant interviews, focus groups, structured observation, photo
voice, and documents or archival records. Again, these examples could be either primary
or secondary data.
• Key informant interviews are in-depth interviews with between 15 and 35 people
who are selected because of their direct knowledge on a particular topic. These
interviews are generally loosely structured but reliant on a list of issues or even
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questions on the topic that are prepared ahead of the interviews. Sometimes, the
key informant may be given these questions prior to the interview, particularly if
factual information (as opposed to opinions) will be requested. These interviews
seek to describe the issue as viewed through the informants’ interpretations of what
they observe, and thus solicit what is important and what is occurring. Key informant
interviews are most productive when there is a free flow of ideas and information
from the people being interviewed to the interviewer. To be most productive, the
individuals interviewed should trust that the notes that the interviewer takes will be
kept confidential, so that they feel completely comfortable in telling you what they
believe to be the truth. There are both advantages and disadvantages to utilizing
key informant interviews.
• Advantages of Key Informant Interviews:
{ These interviews are easy and inexpensive ways of collecting detailed information
and contain great insights.
{ These interviews provide an opportunity for the interviewer to establish rapport
and trust with the respondent, to ask clarifying questions and responses, and to
go ‘deeper’ when needed.
{ The interviews also provide an opportunity to build relationships with community
leaders and stakeholders.
{ Through the interviews, awareness, interest, and even enthusiasm around your
issue can be raised.
{ Finally, if when reviewing the responses from the interviews a question or issue
arises, you can often return to the key informant for clarification or additional
information.
• Disadvantages of Key Informant Interviews:
{ A major challenge is in not only selecting the “right” key informants but also to
have them agree to being interviewed. Not including the right people may skew
the results or miss an important perspective.
{ Busy people are also difficult to schedule for an interview. Good key informant
interviews require an hour or more of their time.
{ Finally, as we have seen before, it is difficult to generalize the outcomes of these
interviews to the larger population unless many key informant interviews are
conducted and even then generalization remains a problem.
• Focus groups are small group discussions that have a well-defined purpose, most
often to learn more about opinions and experiences on an issue. Focus groups are
generally concerned about a single or specific topic, and, are most often run by
trained individuals who know how to get the best information from a group. There
are both advantages and disadvantages to utilizing focus groups.
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• Advantages of Focus Groups
{ Focus groups are flexible
{ The findings have face validity, meaning that the measures that are collected
represent the information that was needed
{ They provide quick results
{ They are relatively inexpensive, although they do require considerable time
to identify and recruit potential focus group members, to schedule a time
convenient to all, to conduct the group itself and then to write up the results
{ They can include people who are unable to read or write
{ The group dynamics of the focus group often bring out aspects of the issue that
may not have been anticipated
• Disadvantages of Focus Groups
{ The focus group facilitator does not always have control over the session
{ The focus group facilitator requires training
{ The information that is gathered is often difficult to analyze
{ It is often difficult to recruit and maintain focus group participants
{ The focus group facilitator must create an environment that is conducive to
discussion and inclusive so that all members of the focus group feel comfortable
in their participation
{ The results of the focus groups are not generalizable to the larger population.
• Structured observations are a direct visual measure of behavior, physical settings,
and environmental features, as well as people’s characteristics and interactions. They
are particularly useful when you are trying to understand what’s going on directly,
and there is physical evidence that can be seen, measured, or counted. Structured
observations are also relatively easy to conduct, although it may sometimes be
difficult to interpret and generalize from what you have observed. For example, go
into a school and look at its condition, or interactions between teachers and students,
or how orderly or chaotic the halls are when students change classes. Look at the
expressions on the student’s faces. Chances are that the initial impressions you make
about what you see will accurately reflect the school’s climate. There are many other
uses of direct observation: count, for example, billboards in the neighborhood that
advertise alcohol or tobacco. Or observe a convenience or package store that sells
alcohol that the community thinks is a nuisance. Are there people who congregate
there, waiting for someone to offer them a drink? Does the convenience store sell
alcohol to minors? Does it prominently display alcoholic beverages that may appeal
to minors – like alcopops? There are both advantages and disadvantages to utilizing
structured observations.
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• Advantages of using Structured Observations
{ Can show what’s going on directly.
{ Be unobtrusive and inconspicuous. If you are quiet, and blend into the
background, your presence is not going to change what you are looking at.
{ See things in their natural context, as opposed to hearing about them second
hand by means of individual interviews, focus groups, or surveys.
{ See things that others may not, or that they don’t want to talk about if they do.
• Disadvantages of using Structured Observations
{ Everyone may see something slightly differently
{ Observers may need to wait for something to happen
{ Observers may put themselves in danger if they are close to a potentially risky
situation
• Photovoice is a compelling type of direct observation, which combines images and
words. Study participants are invited to describe their thoughts, ideas, and concerns
about their community by photographing scenes that illustrate the issues they are
concerned about, but also that reflect the strengths or assets that characterize their
communities. These photographs are then interpreted by all the participants, and
photographs can be grouped that illustrate a particular theme or concern. It is
an effective tool to give voice to marginalized or stigmatized populations. These
populations are generally difficult to reach with standard data collection methods
and therefore are often not included in these studies. Photo voice was developed
as an effective teaching tool, in the recognition that people’s stories – in conjunction
with pictures – can affect policy makers, and that community members can and
should have a role in influencing policy. It is rapidly becoming a tool that is within the
reach of everyone who has a cellphone. It has same advantages and disadvantages
as direct observation, with the additional problem that you have to be particularly
careful when taking pictures of people. They may not wish to be photographed, and
you may invade their privacy by doing so.
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Module 2 – Measurement and Instrument Development
Module 2 discusses the development of measures and instruments that are collections of
questions that assess different things. The module also covers: how to do surveys, checklists,
key informant interviews, focus groups, structured observations, and photovoice.
Survey Questionnaires – This module focuses on the process of developing a survey,

using a school setting as an example. Surveys are a key research tool that involves
asking questions of respondents. Surveys represent perhaps the most frequent means
of collecting information from a substantial number of people about a particular topic.
Once surveys are developed, they can be used in a variety of settings, and are relatively
cheap to administer. However, many surveys are poorly put together, insofar as they may
ask confusing questions that don’t mean what the developers think they do, or don’t
adequately measure what their developers want the questions to measure.
Identifying Measures – Key to the development of a successful survey is the selection

of measures of what you want to find out. These measures should link directly to the key
components of the logic model, or should be important to measuring and understanding
the key characteristics of the respondent, or the social and physical context in which the
intervention is taking place.
Figure 1. Logic Model for Project Towards No Drug Abuse
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Looking at the logic model for a school-based prevention intervention depicted in
Figure 1, called “Towards No Drug Abuse,” we can see the outcomes the program is
specifically trying to produce and the components of the intervention that lead to these
outcomes. Focusing on the outcomes, we see that the logic model includes the three-
broad proximal or short-term outcomes of Motivation, Skills, and Decision Making. It also
includes the distal or long-term outcomes of Reduced Substance Use in terms of reduced
use of cigarettes, alcohol, marijuana and hard drugs that would include such substances
such as heroin or cocaine. Another set of long-term outcomes include Reduced Antisocial
Behavior and for this project, this includes Weapon Carrying. Now, look at the column
headed “targets” in the logic model. We see both risk factors, which the program hopes
to decrease, and protective factors, which the program hopes to increase. Now, look at
the column headed “proximal outcomes” that include Motivations, Skills, and Decision
Making. Here we see that the developers of Project Towards No Drug Abuse were more
explicit about the outcomes and their potential measures. So, we see for Motivation, the
developers indicated a decreased desire to use substances and an increased desire for
becoming involved prosocial behaviors. For skills development, the developers mention
increased knowledge, social skills and coping abilities. Finally, for decision making they
mention increased ability to plan healthy lifestyles. Other factors that you may want to
look at the influence the outcomes may include the characteristics of the participants of
the intervention.
Ordering Questions – Some researchers have suggested that it may be necessary to

present general questions before specific ones in order to avoid response contamination.
Other researchers have reported that when specific questions were asked before general
questions, respondents tended to exhibit greater interest in the general questions. The
answer to a question can be influenced by previous questions and by the answers given
to those previous questions. For instance, if your survey asks: “Which of these four radio
stations is your favorite?” followed by a question about how often you listen to the radio
in a week, you may focus your attention on just those four radio stations and report a
lower frequency of radio listening than if you were to think of a longer list of stations.
Finally, one study reported that questions in the latter half of a questionnaire were more
likely to be omitted than the earlier questions.
Typically, the ordering of survey sections follows a specific format. Every survey, regardless
of the topic, should begin with an introduction. This introduction serves a variety of
purposes. The first is to tell the respondent what to expect: that is, what topics the
survey covers, why it is being conducted, what will be done with the data, and how long
it is. There is also a carefully worded statement inviting the respondent to consent to
participate in the study, which is covered in the final course of this Track on ethics.
Categories of Questions – Surveys typically include sections asking respondents about

their demographics and engagement in outcomes of interest.
• Demographics In general, demographic characteristics are used to describe the

sample. They typically include questions about a respondent’s age, sex (or gender),
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and race and ethnicity (as we will see, these are two different kinds of questions).
Sometimes they also include the respondent’s socioeconomic status, but questions
about this topic are sensitive, and results may be unreliable. These questions are
used to describe the sample, to find out if key groups such as girls or boys, young
or old respond in a systematically different way to the key questions of interest, and
are also used to determine whether (and if so, how) the respondents who complete
the survey are different from those who do not. Race and ethnicity are two additional
types of respondent demographic characteristics. Race refers to a group of people
who share similar and distinct physical characteristics. Ethnicity refers to a group
of people with a shared cultural identity, often based on language or tradition. It
seems likely that many international organizations would omit these questions from
their surveys because there are so many races and ethnicities world-wide, and many
will go by different names depending on the country or region where the survey is
administered, or the language it is administered in.
• Substance use – Almost every study related to substance use prevention will include
questions about the use of psychoactive substances such as tobacco, alcohol,
marijuana, and opiates. These are useful for a variety of purposes, including both
for monitoring and evaluation. In regards to monitoring, as we know, respondents’
answers to these questions can help establish whether there is a need for activities
related to substance use prevention, and being able to identify which population
groups are more vulnerable. These questions – and particularly those related to
monthly substance use or recent use – are also invaluable to measure the effects
of prevention programs in reducing substance use. There are two major types
of information about substance use that are generally asked on questionnaires:
behaviors and attitudes/perceptions.
{ Behaviors – These help to measure when substances are used or time periods
when the substances were used and how frequently they were used. The first-
time measure is “lifetime use,” usually worded as “Have you ever used….”. This
question is particularly pertinent for evaluations of programs targeting children
and adolescents, which often are included as a key outcome measure of initial use
of one or more substances. The second question, which assesses “regular use”
and is often included on surveys of both adults and adolescents, is “past 30-day
use” or regular use. Many prevention programs seek to decrease the amount of
regular users, particularly of tobacco, marijuana, and other drugs that are either
illegal for the population targeted (e.g., alcohol for underage youth) or may have
adverse health consequences. The third measure of substance use relates to
problem use, such as the daily use of most substances. These measures may
include “binge drinking” commonly defined as five or more drinks in a row (or,
sometimes, four or more drinks in a row for women). Drinking large quantities of
alcohol on a single occasion can be dangerous, especially for adolescents.
{ Attitudes and perceptions are short-term outcomes that some logic models
may indicate are the determinants of substance use that the prevention
intervention or policy you are evaluating is addressing. These include attitudes
towards substance use, beliefs concerning harms related to substance use, and
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beliefs concerning the availability of substances. Attitudes are personal beliefs
about using substances.
{ Table 1 provide examples of substance use behavior questions, possible
responses, and some notes.
Table 1. Examples of Substance Use Questions
Question Response Notes
Tobacco On how many occasions 0 = none
have you smoked
cigarettes? 1–2 times
• In your lifetime? 3–5 times

• During the last 30 days? 6–9 times
10–19 times
20–39 times
40 or more times
Alcohol On how many occasions 0 = none The words “more than
(if any) have you had any just a few sips” to specify
alcoholic beverage to drink 1–2 times use. In some countries,
(more than just a few sips)? parents may give their
3–5 times
children sips of wine at
• In your lifetime? dinner once in a while. The
6–9 times
• During the last 30 days? wording “more than just
10–19 times a few sips” is designed to
exclude these occasions
20–39 times or not measure them.
Also, some questions like
40 or more times
this include the words
“don’t count religious
observances” – this is
meant to exclude, for
example, wine that people
may take as part of
Christian communion.
Think back over the LAST 0 = none Binge drinking means
30 DAYS. How many times consuming a number
(if any) have you had five or 1–2 times of drinks on a single
more drinks in a row? (A occasion, which can be
3–5 times
"drink" is a glass of wine particularly dangerous
(about 15 cl), a bottle or 6–9 times insofar as it may lead to
can of beer (about 50 cl), a alcohol poisoning. The
shot of spirits (about 5 cl) 10–19 times conventional definition
or a mixed drink.) of binge drinking is 5 or
20–39 times more drinks on a single
occasion (for men) and –
40 or more times
by some definitions – four
or more for women.
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Other How many times in your 0 = none Note that the “street”
Substances life (or in the last 30 days) or slang names for many
have you used any of the 1–2 times of these substances are
following drugs? (same provided in parentheses
3–5 times
response options as such as grass and pot for
before, 0-40+) 6–9 times marijuana. These ‘street
names’ will vary across
• Marijuana (grass, pot) or 10–19 times communities and regions.
hashish (hash, hash oil) If you are unsure about
• Tranquilizers or sedatives 20–39 times the “street names”, you
[give names that apply] may want to conduct focus
40 or more times
(without a doctor or groups or key informant
medical worker telling interviews with treatment
you to do so) staff, law enforcement
• Amphetamines (uppers, officers, or even substance
pep pills, bennies, speed) users themselves. This
approach is particularly
• Drugs by injection with
useful for substances that
a needle (for example,
may be newly available.
heroin, cocaine,
amphetamine) You should feel free to
• Solvents or inhalants adapt the questions by
(glue, etc.) eliminating street names
• Methamphetamine that will be unknown to
• Ecstasy your respondents, and
adding names that they
• LSD will understand. Also feel
• Other hallucinogens free to eliminate any of
(for example "magic these substances that you
mushrooms") think no one is using.
• Cocaine
• Crack
• Heroin (smack, horse)
• Other opiates (for
example, [give names that
apply]) (without a doctor
or medical worker telling
you to do so)
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Attitudes Do you disapprove of Don’t disapprove Note that the first couple
Towards people doing any of the of items refer not to
Substance Use following? Disapprove the use of tobacco and
alcohol per se but to
• Smoking 10 or more Don’t know
heavy use – 10 or more
cigarettes a day cigarettes a day and what
• Having five or more drinks is commonly defined as
in a row each weekend binge drinking. There are
• Trying LSD or some other four questions that just
hallucinogen once or ask about whether each
twice substance is used once or
twice.
• Trying heroin (smack,
horse) once or twice Note that the response
• Trying tranquilizers or options are constructed
sedatives (without a under the assumption
doctor or medical worker that nobody will actually
telling them to do so) approve of substance use.
once or twice
• Trying an amphetamine
(uppers, pep pills,
bennies, speed) once or
twice
Harms Related How much do you think No risk Note that there are two
to Substance people risk harming questions about tobacco –
Use themselves (physically or in Slight risk both occasional and heavy
other ways), if they do the use. Note also there are
Moderate risk
following? three questions about
Great risk alcohol use, including
• Have one or two drinks occasional use, daily binge
nearly every day Don’t know drinking, and weekend
• Have four or five drinks in binge drinking. Questions
a row nearly every day about other substances
• Have five or more drinks include both occasional
in a row each weekend and regular use. Decide
for yourself which ones
• Smoke marijuana or
you wish to include.
hashish
• Try an amphetamine Note the response options
(uppers, pep pills, again, which range from
bennies, speed) once or “no risk” to “great risk”.
twice Note also the “don’t
• Try cocaine or crack once know” option that you also
or twice saw on the previous slide.
• Take cocaine or crack There is a fair amount
regularly of debate as to whether
a “don’t know” option
• Smoke a pack of should be included on
cigarettes a day questions of this nature,
but because respondents
may never have heard of
some of the responses
listed, it’s probably a good
idea.
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Perceived How difficult do you think Questions about the
Availability of it would be for you to get perceived availability of
Substances each of the following, if substances can be very
you wanted? useful, particularly if you
are assessing the results of
• Cigarettes environmental prevention
• A small bottle of spirits strategies that seek to
(35 cl) reduce access to various
• Amphetamines (uppers, substances. They can also
pep pills, bennies, speed) be useful if administered
over time to determine if
• Tranquilizers or sedatives
one substance is replacing
• Cocaine another, perhaps because
• Heroin (smack, horse) one is getting more
• Solvents or inhalants difficult to find.
(glue, etc.)
Implementing a Survey Now that we have covered how to develop a survey, we will talk
about how to administer it. Because the surveys in which you will be involved are most
likely to be administered to students, we will discuss survey data collection with particular
reference to student questionnaires that are administered in classroom settings. The
strategies and protocols we will discuss can be easily adapted to other institutional
settings, like workplaces.
Once a student survey is developed, the first step in the process is to meet with appropriate
school-based administrative staff to ensure that the surveys and the questions they
contain are fully acceptable; if not, some questions may need to be modified or deleted.
It is essential that school authorities sign off on the survey in advance. Some school
administrations have a research committee that reviews all research being conducted
with students. It is important to adhere to all requirements for such studies.
A letter should be sent home to the parents of all underage students that is those students
who are the age of legal competence explaining the nature and purpose of the survey.
The age of legal competence may vary across countries– in the United States “underage”
is defined as 17. This letter should also be approved by appropriate school authorities.
As we will see in the final course in this track on ethics, the need for this letter will differ
considerably from one country to another; some surveys are developed at a central level
and routinely administered in schools without parental notification. You should check
very carefully to ensure that you meet all your national and regional requirements related
to both informing students’ parents about the survey and its contents, and to giving them
the opportunity to decline their children’s participation in it. When administering a survey,
there are some important things to keep in mind:
• The survey itself, of course, should not include the student’s name or any other
potentially identifying information.
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• It should begin with a clear statement concerning the purpose and the content of the
survey itself – which may need to be written in simpler language than that included
in the letter sent to the parents.
• Students should be told that they are free to skip any question they would prefer not
to answer, and that they may stop taking the survey at any time.
• Students whose parents decline to give permission to their children to complete
the survey, and children who themselves decline to participate, should be given the
opportunity to do their homework or some other class-related project.
• During survey administration, students should sit far enough apart that they cannot
easily read one another’s responses. This is particularly important in regards to
questions concerning substance use and other risk behaviors.
• Teachers and other survey administrators should remain at the front of the classroom
and not circulate, so that students do not think that their confidentiality is being
violated.
• At the completion of the survey administration period students should bring their
surveys to the front of the room and deposit them in a box. Sometimes, they are
requested to place the completed survey into a blank envelope that they can seal
before depositing it in the box. Again, the more visible precautions are taken to
ensure confidentiality, the more likely students will be to answer questions honestly.
Fidelity Assessments - Fidelity assessments are best evaluated using a type of checklist.
Fidelity assessments represent a particular type of data collection, the purpose of which
is to determine the degree to which a clearly specified program was implemented as
intended. When implementing, it is almost always a good idea to follow a program
manual or curriculum guide closely, although some adaptation is often necessary for
language and cultural relevance. There are a number of ways to check fidelity. The most
typical means are by you either observing implementation directly, using a checklist that
summarizes the activities and events that constitute the program, or by asking program
implementers to keep track of them.
The first, while preferable, is very costly in terms of time, so typically implementers are
asked to do it themselves. Unfortunately, the degree to which they approach this task in
a conscientious manner can vary a great deal. After all, it’s human nature for people to
say they did what was expected of them. Ideally, checklists should be completed by an
objective observer who will rate the way a program is implemented fairly and impartially.
However, that can be quite challenging, because of the time required to observe program
implementation. The presence of an outside observer may also disrupt the program
setting. Such an approach also requires training the observer in how to rate what is
observed. If you are going to attempt to utilize a self-administered checklist, it would be
wise to collect these immediately following the completion of the lesson or unit to ensure
that it was completed in a timely fashion. It should be made very clear to program or
curriculum implementers that their performance review will not be based on their self-
reported fidelity, or they will be likely to bias their responses in a positive direction.
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Most successful are simple checklists that the implementers should fill out immediately
at the completion of each major component, or lesson, of the program or curriculum.
These are simple enough to create: just take them straight out of the curriculum manual
or program guide or, if one is not available, create it yourself.
Key Informant Interviews – As we noted earlier, the purpose of key informant interviews
is to secure an in-depth understanding of respondents’ perspectives and experiences
in regards to a particular topic or issue. Recall that qualitative data of this nature can be
based on either structured or unstructured questionnaires.
The advantage of unstructured questions, which are sometimes called topic guides, is
their flexibility. That is, each interviewer will word the questions somewhat differently,
and may ask them in a different order, depending in part on the flow of the interview.
Unstructured interviews also allow the interviewer to follow up on what the respondent
has just said. This allows for a more relaxed conversation, but it also means that the way
the interviewer phrases a question will affect how the participant answers it.
On the other hand, standardized open-ended interviews can be highly structured, in

that all interviewers ask all participants questions that are worded exactly the same way.
Because the questions are open-ended, though, participants are given the opportunity
to answer each question in their own way, and as fully and completely as they like. But
because the questions themselves are specified, it is much easier to compare different
respondents’ answers to the same question.
Constructing Questions – When developing questions for key informant interviews, it is

important to be specific with the topic of your questions, the order of your questions, and
the ways in which they are formatted.
• Tips for Specificity

{ Begin by specifying the major topics of interest that you want to learn about;
{ Develop specific questions that are tailored to each topic;
{ Specify the audiences from whom you want information. They may vary by race,
ethnicity, age, or whether (for example) they are professionals or community
members;
{ Shape the questions, as necessary, to be appropriate for these different types
of respondents. There are questions you would ask of professionals that you
wouldn’t ask of community members. Or you wouldn’t necessarily ask the
questions the same way.
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• Tips for Ordering – Think about the order that you want to ask the questions, and
why. What topics should come first, and how can the interview make a transition most
easily from what topic to another. What topics are the hardest – or most personal and
embarrassing – and should they come early in the interview or later. Also, you should
develop probes that is, follow-up questions – that the interviewer may want to use to
get more information. Here are five steps for ordering questions:
1. Explain the purpose of the interview
2. Introductory questions should invite participants to introduce themselves. For

example, “Please tell me who you are, a little about yourself, and why you think
we have asked your help in answering our questions.”
3. Warm-up questions, which should be easy to answer orient participants to the

topic to be considered and discussed. For example, “Can you tell me one or
two recent experiences you have had in regards to….” Key questions for each
topic, which get at the heart of what you want to know.
4. Transitional questions that bridge different topics. For example, “Thank you.
Now we would like you to talk about…”
5. Ending questions, which close the session on a positive note. For example,
“You have been really helpful. I am so very grateful to you for taking the time
to speak to me. What else do you think we should know about this topic?”
• Tips for Formatting - Questions should be:

{ Open-ended – that is, the respondent won’t be able to answer with just one
word, like “yes” or “no”. The best questions lead to the longest and most richly
detailed answers;
{ Neutral as possible, so that the wording doesn’t suggest a right or wrong answer,
or an answer that the respondent thinks the interviewer would like, or expect, to
hear;
{ Asked one at a time, with sufficient time allowed for the respondent to answer as
fully as he or she would like;
{ Worded in a clear and colloquial fashion, utilizing words and phrases that the
respondent will be familiar with, and,
{ Anchored to a specific, and preferably recent, experience.
Focus Groups – A focus group is a small group discussion guided by a trained leader.
Focus groups have a well-defined purpose, which is most often to learn more about
opinions and experiences on an issue. They are often run by trained individuals who know
how to get the best information from a group.
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• Recruitment – The optimal size of a focus group is 6-8 participants. It is often helpful
to select people for the group who share some key characteristics in common, such
as sex or age, to facilitate communication and mutual trust. But there must also
be sufficient diversity within the group with respect to other characteristics that the
information you receive will be reflective of your population of interest. Recruiting
focus group participants can be a challenge, but remember that many people are
flattered to hear that their opinions matter. In your recruitment materials, be sure to
include information concerning:
{ The purpose of the focus group, in sufficient detail that potential participants
recognize the importance of what you are doing;
{ Who is sponsoring the focus group;
{ The likely logistics of the focus group – where and when it will be held. If your
focus group members are likely to have to incur travel costs, consider reimbursing
them for a taxi or bus fare;
{ How long the focus group is likely to last (no more than 90 minutes); and,
{ Any incentives for participation that you are able to offer. Even if it doesn’t seem
like much, an incentive may persuade a potential participant that you value their
time.
Contact potential participants either by telephone or by visits to their homes. The
contact should ideally be made by the person facilitating the focus group, and should be
followed by a letter that repeats the information used in recruitment. It is also helpful to
call participants the day before of or the meeting to remind them of the event and ask if
they anticipate any difficulty getting there. Anything you can do to reduce transportation
challenges will greatly decrease the likelihood that your members won’t show up.
• Organization – On the day of the focus group, it is important to begin by making

people comfortable. One way to do so is by giving everyone a name tag to wear;
providing them a snack or light meal, and to make refreshments continually
available throughout your time together. The focus group itself is run by a facilitator
or moderator; someone else should take notes. If you plan to use a tape recorder
(perhaps as a back-up to make sure your note-taker doesn’t miss anything important),
you should ask participants’ permission to do so, and assure them that they will be
fully anonymous – that there will be no effort to identify who said what.
Focus Group Guide – It’s easier to conduct a focus group when you have a guide that
includes the agenda for the focus group and all of the topics you want to ask questions
about. One of the most important things that your guide should include is the amount
of time you would like to allot to a discussion of each topic. It’s easy for focus group
members to become so engaged in a topic that you spend too long on it, and so you
run out of time to ask about the other topics. Generally speaking, your focus group
should last no more than 60 to 90 minutes at most, and you should end when you told the
participants you would. It is helpful if you have a list of all the participants in your focus
group guide. Reading over this list will help you remember their names.
177
Begin the focus group session by going around the circle – it helps if you arrange your
chairs in a circle beforehand - and ask everyone to say a few sentences (just a few!) about
who they are and why they are interested in the topic of the focus group. That can also
serve as an icebreaker, to help everyone get to know each other quickly, and become
comfortable with each other. It’s particularly important that the moderator and note-
taker introduce themselves and their roles first.
Then state the purpose of the group clearly and make sure that everyone has signed
a consent form. Consent forms are an essential part of conducting evaluations and
research. They help to ensure that everyone understands the purpose of the study, their
rights as participants, and what you will (and will not) do with the information you collect.
We touched on this briefly when we mentioned the information you need to include in the
introduction to surveys you administer. After you have stated the purpose of the focus
group and have collected consent forms, you should set ground rules for the discussion.
Ground rules usually include the following:
• I would like each of you to do the talking.

• I hope everyone will participate.
• I may call on you if I haven’t heard from you in a while.
• There are no right or wrong answers.
• Everyone’s experiences and opinions are important.
• What is said in the room should stay here.
• I want everyone to feel comfortable sharing your thoughts.
Would anyone be uncomfortable if I recorded the discussion? It would help me know
what you said if the notes we take aren’t clear. You should know that the only purpose for
which we will use a tape recorder is to be clear about what you said. Once we are clear
we will delete the tape. We won’t include any of your names in what we right up, and we
won’t share our notes with anyone outside the team. We will use the notes to summarize
what you said. Then begin with your first question. It should be a relatively easy one, to
warm everyone up. At the end, be sure to express your appreciation for what they have
told you, and (perhaps) summarize a few of the important things you have learned from
them.
Probing Questions – Now let’s talk about how you ask follow-up questions during the
focus group. These are often called “probes.” Probes can be a very effective tool to elicit
further information from a respondent, or ask the respondent to clarify a statement. Here
are some examples of effective probes:
• Would you say a little more about that?

• Could you give an example that might help explain what you mean?
178
• Is there anything else?
• I’m not sure I understand you. Could you please say that another way?
Tips for Moderators – The focus group moderator is the person who generally guides the
conversation, asks questions, and ensures that every participant has an equal opportunity
to contribute. Here are some tips for being an effective moderator:
• Adopt conversational tone, and ask one short, open-ended question at a time.
• Interact informally with participants prior to the start of the focus group.
• Believe that all participants have something to offer.
• Look directly at participants when they are talking.
• Listen attentively and respond with sensitivity, respect, and empathy.
• Refrain from presenting personal views and perspectives.
Use pauses effectively. Pauses are particularly effective at eliciting responses after the
moderator asks a question – perhaps a challenging or difficult one – and no one is willing
to be the first to speak up. Usually someone will be willing to break the ice if you wait a
minute or two.
Tips for Note Takers – The note-taker is usually the individual responsible for writing
down what happened during the discussion. This job is almost as challenging as that of
the moderator. It is the responsibility of note-takers to:
• Write clearly, since their notes will be reviewed by others.

• Listen for quotes that respond to a question in a particularly thoughtful manner,
especially if they appear to accurately reflect or capture a discussion, and record
them exactly as they were said.
• Follow-up with focus group participants if it isn’t clear what they said or the moderator
neglects to ask a probing question that the note taker thinks is important.
Structured Observations are a direct visual measure of behavior, physical settings, and
environmental features, as well as people’s characteristics and interactions. They are
particularly useful when you are trying to understand what’s going on directly, and there
is physical evidence that can be seen, measured, or counted. Structured observations
are also relatively easy to conduct, although it may sometimes be difficult to interpret
and generalize from what you have observed. This is a method to systematically collect
information concerning the characteristics of a variety of situations. Examples of such
situations may include clinical interviews, heroin injecting procedures, or implementation
of a prevention intervention. The data collector is and remains detached from the situation
and makes notes of the characteristics of the situation. The notes may include such things
as was the situation or context looks like, who was involved, and what happened. Now,
179
let’s consider an example. If you wanted to observe the outside of a store where alcohol
was sold and, which was considered a nuisance by the community because of the noise,
arguments, sales to underage persons, etc., you might want to know:
• How many people congregated outside of the store?

• How many were drinking from what appeared to be bottles of alcohol?
• The number of alcohol sales to minors taking place inside the store.
• And, of course, the number and type of ‘nuisance’ incidents and who was involved.
• Conducting a Structured Observation – Begin by determining what you want to
know (or know better), and then who, or what, will be observed. Then develop an
observation guide, which should include such information as the location, time of
day, and the duration of the observation. You will also want to decide whether you
want to make a series of “rapid assessments,” which are sometimes called “time-
point” observations or spot checks, of a given location. Spot checks, which are
particularly useful for behaviors that you believe are routine, are usually implemented
immediately upon the observer’s arrival at a particular place of interest. Or you may
choose to observe a scene for a more extended period – perhaps 15 to 30 minutes.
Clearly, however, the longer you as an observer remain in a given location, the more
likely you are to stand out as people begin to wonder who you are and why you
are there. Thus, if you stay too long, you risk changing the behaviors that you are
observing.
• Constructing an Observation Form – There are generally two types of instruments
for recording what the participants see: data sheets that are pre-coded and
those that are un-coded but structured. Pre-coded data sheets for structured
observations specify exactly what is to be observed in such a way that all the
observer has to do is check a box. Alternately, un-coded sheets leave blanks for
the observer to fill in. Remember, the more structured your guide is, the easier it will
be to compare observations made by different people and to tally and summarize
the results. However, the less the opportunity there will be to capture or record
the unexpected.
Photovoice is a type of direct observation, which combines images and words. A primary
goal of photovoice is to enable people to record and reflect their community’s strengths
and concerns. Another goal is to promote critical dialogue and knowledge about
important community issues through large and small group discussion of photographs.
Through this method, communities can reach policy makers and people who can be
mobilized for change.
• Data collection for photovoice projects constitutes an ongoing process. Typically,

these projects begin with the recruitment and convening of a small group of people,
often community members, who express interest documenting and sharing their
stories, impressions, and feelings about a particular local problem or issue. As the
prevention professional, you would convene and facilitate several meetings that
include 6-10 photovoice group members. The purpose of these meetings is to:
180
{ Describe the photovoice process
{ Find a common substance use-related problem that the group would like to
address
{ Ensure that all photovoice group members have access to a camera
{ Identify a problem or issue through collaboration
{ Set goals
{ Provide instructions as to what to do
{ Establish a timeline in which to do it (typically a few weeks)
• Issue Identification – The most important thing to do when you start a photovoice
project is to ensure that each participant has a role in helping to specify a common
focal issue or concern. This involves a detailed discussion of what substance use-
related problems in the neighborhood or community the members of the group are
most concerned about. Questions that might help the group select a given problem
or focus are:
{ What substances are being used or abused in your community?
{ What are the consequences of substance use or abuse that you see?
{ Where, and when, do these problems occur?
{ Do you think you will be able to document these problems by taking pictures?
{ Do you think that you will be able to tell a story using these pictures that will
bring your concerns to the attention of people who could make a difference in
solving it?
• Collaboration – A successful photovoice project requires that you as the facilitator
build a solid foundation of trust and understanding within the group you convene.
Topics to be covered during the course of the first meeting may include:
{ Identifying the key issue of concern
{ Their impressions of, or the story behind, the picture they took
{ The power that they possess as photographers and storytellers
{ Ethical considerations in regards to taking and using pictures
{ The need to minimize any personal risks in a data collection context
{ The ownership and use of any pictures taken
Photovoice participants have a particular obligation to secure the consent of the people
they photograph, as these pictures may be used or posted in public settings or on
social media. This responsibility is greatest if publication of these pictures may cause
embarrassment or may damage the subjects’ self-image or reputation.
181
Tips for Photovoice – It will be important to develop a clear timeline for the project,
which could otherwise continue indefinitely. In addition, participants should be invited
to submit their pictures, if possible, to a social media site with text that explains where
each was taken, what it describes, and the participants’ related impressions. At regular
meetings participants should be invited to talk about their pictures and then discuss them
freely.
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Colombo Plan Drug Advisory Programme (DAP) Training Series

Types of Data and

UPC-73 – Types of Data and

April 2020 Edition

PART I – UPC TRACK 7 – MONITORING AND EVALUATION

PART II – TRACK 7: UPC-73

PART III—TRACK 7: UPC-73

April 2020 Edition

Content and Timeline - UPC-73 – Types of Data and Data Collection

“ As a participant in this training, you are part of a rapidly

Individuals working worldwide in the substance

Organizations that act as portals or

ISSUP stands for the International Society of Substance

 There are more than 10,000

ICUDDR stands for the International Consortium of Universities

Learn about specialized addiction programs at universities

Learn about how to apply the latest in research-based

Who funds and supports this

What are the key international organizations which operate

The Colombo Plan Drug Advisory Program (DAP)

The African Union Commission (AUC)

The United Nations Office on Drugs and Crime

The World Health Organization (WHO)

7 Monitoring and Evaluation of

M & E Track: Overview of Courses

 Identify different types of data

 Create a logic model for one of your current or future

Small-Group Exercise: Practicum

What we invest: What We Do: Short Term: Long Term:

ASSUMPTIONS EXTERNAL FACTORS

Short-Term Intermediate Long-Term

 Have you collected data before?

What is the difference between “data”

Data you collect yourself, for example:

Sources of Secondary Data: Archives or

Are the consequences of substance use increasing or becoming an

 Typically, inexpensive to access

Disadvantages of Archival Data

Qualitative Data Quantitative Data

 All qualitative data can be turned into quantitative data

Small-Group Exercise: Qualitative &

 Review the photograph

 Answers, “How many?” “How often?”

Source: http://captus.samhsa.gov/prevention-practice/epidemiology-and-prevention/epidemiological-data/1 3.18

Examples of Quantitative Data Collection

Examples of quantitative data collection methods

 Answers, “Why?” “Why not?” or “What does it mean?”

Source: http://captus.samhsa.gov/prevention-practice/epidemiology-and-prevention/epidemiological-data/1 3.22

Examples of sources for qualitative data:

 In-depth interviews of 5 to 10 people selected for their first-

Qualitative Data Collection Methods: Key

 Detailed and rich data can be gathered in a relatively easy

 Selecting the “right” key informants, so they represent

Qualitative Data Collection Methods:

 Focus groups are flexible

 Focus group facilitator does not always have control over

Qualitative Data Collection Methods:

 Can show what’s going on directly

 Everyone may see something slightly differently