CADCA International Training of Leaders Initiative (TOL)Data Collection Toolkit

Table of Contents

Introduction 2

Sample Youth Survey 5

Sample Parent Survey 6

Sample Community Survey 7

Secondary (Archival) Data Collection Worksheet 8

Alcohol Availability Observation Tool 9

Community Observation Worksheet 10

Sample Interview Questions- Alcohol 11- Marijuana 12- [Insert Drug Name] 13

Youth Focus Group Discussion Guide 14

Photo-Voice Instructions 18

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Introduction

Coalitions that harness the power of data can become truly effective coalitions. Data give power to coalitions to be successful community change agents for substance abuse prevention. Data give coalitions an understanding into their community and existing substance abuse problems and resources, richly inform a coalition planning process, provide coalitions information to improve their efforts, help coalitions know if and how they are making a difference in their communities, and make the case for coalition success when applying for additional resources. However, too often, collecting, analyzing, using data seem like a daunting, technical task that puts coalitions off to all the benefits that local, population-level, real-time data provides to a coalition and its work.

Several key concepts, central to effective coalition-based prevention efforts, are supported by the information, tools and resources provided in this document These concepts include:

The prevention effort is driven by local data. A data-driven community problem solving process must be based on local data. In order to identify strategies and evaluate the community-level changes, coalitions must establish a sustainable process to collect, analyze and report data on a regular basis. The coalition’s challenge is to collect and provide a sufficient amount of local data to effectively inform the coalition and community decision makers.

Collecting a broad set of community data does NOT mean collecting every piece of data available in the community. Coalitions should be specific in identifying which data to collect. The goal is NOT to collect all the available data and see how it can be used. Instead the goal of data collection is to collect only the data that provides a picture of the substance abuse problem and related consequences, root causes and local conditions .

Community data collected is used for community-base problem solving and decision making. The data forms the basis for all prevention decisions using the Strategic Prevention Framework (SPF). The data directly links the community assessment to the logic model, to the strategic plan, and finally to the evaluation plan.

Community data collected by the coalition will support broader community efforts. The data will be helpful to other efforts in the community that address related problem behaviors and promote healthy child and youth development. The data can be provided to individuals and organizations across multiple systems of care to support the development and evaluation of evidence-based community-change strategies.

The coalition’s data collection, analysis and reporting efforts must consider and involve the diversity of culture in the community. The coalition must strive to be cultural competent by engaging representatives from the diverse community in all aspects of its efforts.

A word about cultural competence and sustainability.The SPF places cultural competence and sustainability at its center as these concepts must be incorporated in every SPF step. Engaging in the data collection and analysis efforts in a culturally competent manner is paramount to a successful and sustainable coalition. Throughout this document key points and examples of how a coalition can be culturally competent in the data collection and analysis effort are presented.

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The following data collection methods are included in this toolkit:

Method Data to collect Advantages DisadvantagesQuantitative Methods

Survey data

Used to collect self-reported information on behaviors, attitudes, perceptions and beliefs.

Survey data may already exist through existing state, school or community surveys

Can be conducted over time to show trends and be compared with state or comparable communities

Conducting a new youth or community survey can be expensive and time consuming

Surveys participants may not reflect the defined community population

Secondary (Archival) Data

Provides numeric based information from community organizations

Data are already collected by community organizations

Can be collected over time to show trends and be compared with state or comparable communities

Data may not reflect the defined community population

Data reported may be impacted by outside influences (e.g., change in resources, state or national trends)

Qualitative Methods

Environmental Scanning

Provides a broad perspective based on multiple types of information (including quantitative and qualitative data) on specific community issues.

Includes multiple sources to provide a detailed analysis of the topic

Youth can be involved I the data collection

Can be expensive and time consuming to plan, collect, organize and report the results

Care should be placed on not duplicating other data collection methods

Interviews

Obtain information, perspectives and interpretation of quantitative data from individuals with intimate knowledge of an issue.

Used to collect detailed information from individuals with intimate information about the issue

Probing and follow-up questions can be asked to obtain additional information

Time consuming for both the coalition and interviewee

Only provides one person’s view or interpretation of the topic

Focus Groups

Provide detailed information on selected topics form a select group of individuals with special knowledge.

Facilitator can probe participants to obtain more detailed information and explanations

Obtain information from selected groups of people with unique knowledge of the issue

Information obtained is limited to experiences of focus group participants

Requires skilled facilitator to ensure confidentiality and

Observations:PhotoVoice

Obtain information that may not be collected from any other method to document “local conditions”

Provides a visible means to identify and substantiate evidence of community norms and use of Alcohol, tobacco and other drugs

Youth can be involved I the data collection

Limited to the specific time, location and situation observed

Time consuming Safety of observer must be

considered Requires cameras

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Sources of Information

Sources of Information include in this Toollkit:

CADCA (2014) Beyond the Numbers: Incorporating Community Voice Through Qualitative Datahttp://www.cadca.org/sites/default/files/resource/files/communityvoicequalitativedata.pdf

Rand Corporation (2004) "Getting To Outcomes™ 2004: Promoting Accountability Through Methods and Tools for Planning, Implementation, and Evaluation," will become part of an online training manual for a RAND research project sponsored by the U.S. Government's Centers for Disease Control and Prevention, under the auspices of the U.S. Department of Health and Human Services, Grant Number R06/CCR92145901. http://www.rand.org/pubs/technical_reports/TR101.html

Prairie Women’s Health Centre of Excellence (PWHCI) (2009) A PRACTICAL GUIDE TO PHOTOVOICE: SHARING PICTURES, TELLING STORIES AND CHANGING COMMUNITIES Beverly Palibroda with Brigette Krieg, Lisa Murdock and Joanne Havelock. Prairie Women’s Health Centre of Excellence (PWHCE) http://www.pwhce.ca/photovoice/pdf/Photovoice_Manual.pdf’

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Sample Youth Survey

Please Circle One Answer Only (unless indicated otherwise)

1. If you had the opportunity to try alcohol (beer or liquor) would you? Yes No

2. If you wanted it, how easy would it be for you to get alcohol (beer or liquor)?Very Fairly Pretty Very ProbablyEasy Easy Hard Hard Impossible

3. If you wanted alcohol (beer or liquor), where would be the easiest place to get it? (circle all that apply)Store Home Friend ParentSchool Stranger Market Relative Other

4. If you had the opportunity to try Marijuana (weed) would you? Yes No

5. If you wanted marijuana (weed), how easy would it be for you to get it?Very Fairly Pretty Very ProbablyEasy Easy Hard Hard Impossible

6. If you wanted marijuana (weed), where would be the easiest place to get it? (circle all that apply)Store Home Friend ParentSchool Stranger Market Relative Other

7. If you had the opportunity, would you try cigarettes or other tobacco products? Yes No

8. If you wanted cigarettes, or other tobacco products, how easy would it be for you to get it.Very Fairly Pretty Very ProbablyEasy Easy Hard Hard Impossible

9. If you wanted cigarettes or other tobacco products, where would be the easiest place to get them? (circle all that apply)

Store Home Friend ParentSchool Stranger Market Relative Other

10. If you had the opportunity to try [INSERT DRUG NAME], would you? Yes No 11. If you wanted [INSERT DRUG NAME], how easy would it be for you to get it?

Very Fairly Pretty Very ProbablyEasy Easy Hard Hard Impossible

12. If you wanted [INSERT DRUG NAME], where would be the easiest place to get it?Store Home Friend ParentSchool Stranger Market Relative Other

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Sample Parent Survey

Please Circle One Answer Only (unless indicated otherwise)

1. If your child had the opportunity to try alcohol (beer or liquor) would you? Yes No

2. If your child wanted it, how easy would it be for you to get alcohol (beer or liquor)?Very Fairly Pretty Very ProbablyEasy Easy Hard Hard Impossible

3. If your child wanted alcohol (beer or liquor), where would be the easiest place to get it?(circle all that apply)

Store Home Friend ParentSchool Stranger Market Relative Other

4. If your child had the opportunity to try Marijuana (weed) would you? Yes No

5. If your child wanted marijuana (weed), how easy would it be for you to get it?Very Fairly Pretty Very ProbablyEasy Easy Hard Hard Impossible

6. If your child wanted marijuana (weed), where would be the easiest place to get it? (circle all that apply)Store Home Friend ParentSchool Stranger Market Relative Other

7. If your child had the opportunity, would you try cigarettes or other tobacco products? Yes No

8. If your child wanted cigarettes, or other tobacco products, how easy would it be for you to get it.Very Fairly Pretty Very ProbablyEasy Easy Hard Hard Impossible

9. If your child wanted cigarettes or other tobacco products, where would be the easiest place to get them? (circle all that apply)

Store Home Friend ParentSchool Stranger Market Relative Other

10. If your child had the opportunity to try [INSERT DRUG NAME], would you? Yes No 11. If your child wanted [INSERT DRUG NAME], how easy would it be for you to get it?

Very Fairly Pretty Very ProbablyEasy Easy Hard Hard Impossible

12. If your child wanted [INSERT DRUG NAME], where would be the easiest place to get it?Store Home Friend ParentSchool Stranger Market Relative Other

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Sample Community Survey

Please fill out this survey to help us determine what the community feels are the most important areas for us to focus on. Please rate each item on the severity of its impact on our community .

Minor Moderate Severe

Community Issues

Poverty 1 2 3

Unemployment 1 2 3

Crime 1 2 3

[Insert Issue] 1 2 3

[Insert Issue] 1 2 3

Drug Use

Alcohol related problems 1 2 3

Illegal drug related problems 1 2 3

Availability & Access

Availability and access to alcohol 1 2 3

Availability and access to tobacco 1 2 3

Availability and access to marijuana 1 2 3

Availability of [Insert drug name] 1 2 3

Community Norms & Use

Attitudes favorable toward alcohol use

Attitudes favorable toward illegal use

Community events involving excessive alcohol use

Homes where illegal drugs are sold or used 1 2 3

Market places where illegal drugs are sold or used 1 2 3

Parks where illegal drugs are sold or used 1 2 3

Other locations where illegal drugs are sold or used 1 2 3

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Secondary (Archival) Data Collection

Community organizations, such as law enforcement, education, hospitals and the health department collect and report local data. The coalition can contact these organizations to collect secondary or archival data (data that already exists). Use the following steps for collecting data from local sources:

1. Identify what local data you need to have access to. Use the data collection checklist below to identify which archival data are not available from existing sources and need to be collected from the community.

2. Identify and select the best local source of the data. Review the checklist to identify which data sources will have the needed data. Coalition members will be very helpful in identifying local organizations that may have the data. use, prevention, treatment, criminal justice and harm.

3. Contact the organization and schedule a meeting with the appropriate individual. Schedule a face-to-face meeting with individuals who can provide the data – and conduct the meeting at their site. This will allow you to establish a relationship with the individual, probe for additional information, and allow the contact an opportunity to reference additional materials (on-line and in-print) from their office location.

4. Conduct a meeting to collect the data. When meeting to collect the data provide a context for seeking the data – describe how the coalition will use the data in its assessment, planning and evaluation efforts. Be clear in asking for specific data. Ask the contact to explain how the data are collected and to interpret the data by explaining any changes or trends.

Secondary Data Collection Sources:

Measure Indicators Source

Drug Use & Consequences

Deaths from chronic liver disease, emphysema, drug overdose Coroner Hospital emergency room visits for specific drugs Hospital Motor vehicle crashes and deaths for which at least one driver, pedestrian,

or cyclist had been using alcohol, tobacco and other drugsLaw Enforcement

Driving Under the Influence Arrests Law Enforcement Arrests involving alcohol, tobacco and other drugs Law Enforcement

Availability & Access

# of Alcohol outlets/licenses Government Numbers of different license types of alcohol outlets Government Compliance check results Law Enforcement # of arrests for sale, distribution of illegal drugs Law Enforcement

Community Norms & Use

# of community celebrations with alcohol available Observation # of billboards / advertisements in the community Observation Law Enforcement Calls for Service to specific locations Law Enforcement

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Alcohol Availability Observation WorksheetDirections: Do a tour of your community to answer the following questions. As a general rule, if you have less than 10 bars, visit them all. If your community is large, you might conduct a sampling of 10-20 bars and provide a justification for your choices. When completing this scan, for the questions that require a Yes/No response, please circle the appropriate answer. For the open-ended questions, please provide detailed information.

The first questions address how alcohol is sold. If the community does not have one of the sources mentioned, write “N/A” (not applicable) for Question 1 and skip to #15.

Bars Restaurants Liquor Stores

Convenience Stores

Grocery Stores

1. Is alcohol sold in these outlets in your community?

Yes No

Yes No Yes No

Yes No Yes No

2. How many of these alcohol outlets are there in your community?3. Are there restrictions on the days and/or hours they can sell alcohol/be

Yes No

Yes No Yes No

Yes No Yes No

3a. Describe these restrictions.

4. In general, what days and hours are these outlets open?5. Are there restrictions on where they can be (e.g., proximity to schools)?

Yes No Yes No Yes

No Yes No Yes No

5a. Describe these restrictions.

6. Are there restrictions on how many outlets can be in your

Yes No

Yes No Yes No

Yes No Yes No

6a. Describe these restrictions.

7. Do they sell alco-pops (e.g. Mike’s Hard Lemonade, Bacardi Breezers, etc.)?

Yes No

Yes No Yes No

Yes No Yes No

8. Do they sell single unit sales (e.g., single cans of beer)?

Yes No

Yes No Yes No

Yes No Yes No

9. Do they have happy hours with discounted drinks?

Yes No

Yes No --- --- ---

10. Do they have “all you can drink” specials?

Yes No

Yes No --- --- ---

11. Do they have “two for one” drink specials?

Yes No Yes No --- --- ---

12. Do they promote large serving sizes and/or pitchers?

Yes No Yes No --- --- ---

13. Do they have “Must Be 21 to Purchase Alcohol,” “No Sales to Minors,” and/or “We ID” signs?

Yes No Yes No Yes

No Yes No Yes No

14. Are alcohol products placed in an area that is near an entrance (which can encourage easy access to youth/shoplifting especially in convenience stores)?

Yes No Yes No

Yes No Yes No

Yes No

Community Respondent Date

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Community Observation Worksheet

1. Draw a Map of the Area to be scanned.

2. Assign individual to scan sections on the map. Ask them to place a number on the map which corresponds to the topics listed below:

1. Safety related facilities (e.g. police stations, fire stations, hospitals, clinics)

2. Alcohol related: (e.g., stores, vendors, use, litter, promotion)

3. Tobacco related: (e.g., stores, vendors, use, litter, promotion)

4. Illicit drug related: (e.g., exchange, use, litter/discards)

5. Neighborhood blight: (e.g. abandoned buildings, graffiti, litter, vandalism)

6. Neighborhood Resources: (e.g.parks, playgrounds, religious institutions, health clubs, community-based organizations, trash cans, libraries)

7. Other: Special features that are important to the community

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Sample Interview Questions - Alcohol

USE OF ALCOHOL & CONSEQUENCES OF ALCOHOL USE Who is drinking alcohol? What ages? What types of alcohol are being consumed? Beer, wine, liquor, alcopops, kegs? When are they drinking? After school, at school, weekends, around sporting events? Where are they drinking? How much are they drinking? Are they any specific occasions that they are drinking?

What consequences do we see of underage drinking? Health? Financial? Educational? Legal? Professional? Employment?

Alcohol Availability & Access Are stores selling alcohol to minors? Are they checking ID’s? Are store owners and staff trained in Responsible Beverage Server Training? Are compliance checks conducted? What happens to those retailers who fail? Who pass? Are youth stealing alcohol from stores? Which ones? How are youth getting alcohol from non-retailer (social) sources? Who is providing the alcohol? Friends, siblings, parents, strangers? When, under what conditions?

Are they special occasions when this occurs? Are youth standing outside retailers and asking adults to buy? Are youth getting alcohol at local colleges? Are they attending parties? Which ones? Are parents providing or just not monitoring? Do youth have access at family or community events?

Community Norms & Use What are people’s attitudes toward alcohol use? Are there community events where there is excessive alcohol use? Where in the community do you see alcohol used by youth? Where in the community do you see alcohol abused by adults? Are laws in place to stop the underage drinking at these location? Are laws in place to stop the adult abuse of alcohol at these location? What is the perception of enforcement of these laws in the community? How much support is provided to law enforcement by the community to support the laws? Are the laws adjudicated? What is the follow up to an arrest or citation?

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Sample Interview Questions - Marijuana

USE OF ALCOHOL & CONSEQUENCES OF ALCOHOL USE Who is using marijuana? What ages? What types of marijuana are being consumed? When are youth using the marijuana? After school, at school, weekends, around sporting events? Where are they using the marijuana? How much are they smoking? Are they any specific occasions that they are smoking?

What consequences do we see from smoking marijuana? Health? Financial? Educational? Legal? Professional? Employment?

Availability & Access How are youth getting marijuana? How do adults get marijuana? Who is providing the marijuana? Friends, siblings, parents, strangers? When, under what

conditions? Are they special occasions when this occurs? Are youth going to markets to buy marijuana? Are parents providing marijuana or just not monitoring their children’s use of marijuana? Do youth have access to marijuana at family or community events?

Community Norms & Use What are people’s attitudes toward marijuana use? Are there community events where there is marijuana use? Where in the community do you see marijuana used by youth? Where in the community do you see marijuana used by adults? Are laws in place to stop the marijuana smoking at these location? Are laws in place to stop the adult use of marijuana at these location? What is the perception of enforcement of these laws in the community? How much support is provided to law enforcement by the community to support the laws? Are the laws adjudicated? What is the follow up to an arrest or citation?

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Sample Interview Questions – [Insert Drug Name]

USE OF ALCOHOL & CONSEQUENCES OF[Insert Drug Name] USE Who is using [Insert Drug Name]? What ages? What types of [Insert Drug Name] are being consumed? When are youth using the [Insert Drug Name]? After school, at school, weekends, around

sporting events? Where are they using the [Insert Drug Name]? How much are they smoking? Are they any specific occasions that they are smoking?

What consequences do we see from using [Insert Drug Name]? Health? Financial? Educational? Legal? Professional? Employment?

[Insert Drug Name ]Availability & Access How are youth getting [Insert Drug Name]? How do adults get [Insert Drug Name]? Who is providing the [Insert Drug Name]? Friends, siblings, parents, strangers? When, under what

conditions? Are they special occasions when this occurs? Are youth going to markets to buy [Insert Drug Name]? Are parents providing [Insert Drug Name] or just not monitoring their children’s use of marijuana? Do youth have access to [Insert Drug Name] at family or community events?

[Insert Drug Name] Community Norms & Use What are people’s attitudes toward [Insert Drug Name] use? Are there community events where there is [Insert Drug Name] use? Where in the community do you see [Insert Drug Name] used by youth? Where in the community do you see [Insert Drug Name] used by adults? Are laws in place to stop the [Insert Drug Name] use at these location? Are laws in place to stop the adult use of [Insert Drug Name] at these location? What is the perception of enforcement of these laws in the community? How much support is provided to law enforcement by the community to support the laws? Are the laws adjudicated? What is the follow up to an arrest or citation?

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Youth Focus Group Discussion Guide

Offer a welcome and overview:

Good afternoon, and, thank you for coming.

My name is and I will be your discussion leader for today.

This is who will be recording the things that we will discuss.

➢ A “focus group” is like a discussion group where you share your ideas about things you deal with everyday.

➢ I am not here to give information or to give you my opinions. My opinions don’t matter. It is YOUR thoughts and opinions that matter. There are no right or wrong answers, because, you are the experts. You are the experts in YOUR opinions.

➢ You can disagree with each other, and, you can change your mind.

➢ Please, feel comfortable saying what you really think, and, how you really feel...remember, that is why we are here.

➢ Don’t try to be the “good guy”, or try to tell me what you think I, or, any of the adults around here want to hear. We have no preconceived notions of what you will say.

➢ The answers, or results, of all the focus group discussions will be compiled together for ; We will not tell about who said what.

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Age breakout:

Gender breakout:

Ethnicity breakout:

Number of participants:

Recorder:Facilitator:

Location:Date:

Present the purpose:

➢ We are here today to talk about your thoughts about alcohol, tobacco, and other drug use. The purpose is to get your opinions and feelings about how alcohol, tobacco, and other drugs affect you, and, those you know.Please talk about what is important to you.

➢ As a result of your giving your time and effort, at the end of the group, you will receive a reward.

Discuss procedure:

➢ (colleague) will be taking notes and tape recording the discussion so that I don’t miss anything you have to say. Everything is confidential…no one outside our group will know who said what. And, let’s agree to keep what is said in the group, within our group.

➢ This is a group discussion; so, feel free to respond to me and to other members in the group without waiting to be called on. However, it is best if only one person talks at a time.

➢ This discussion will last about an hour and a half.

➢ It is very important that everyone is able to hear what is being said so I may interrupt someone briefly to ask you to speak louder.

➢ There is a lot to discuss, so, at times, I may ask us to move along to the next speaker or question.

Participant introduction/rapport building:

Please print your first name in large, bold letters on this nametag and place it on the right (point to where your name tag is) so I can see it. It is okay to use a nickname or a pretend name!

Now, let’s start by everyone sharing his or her chosen name for today, and, your real age. Also, think of an adjective that best describes your mood or frame of mind when school got out today. We’re going to go around the room so you can introduce yourself and your descriptive adjective. Then, briefly explain why you selected the adjective you did.

This will be the only time we will go around the room in this order. After we finish the introductions, feel free to jump in at any time…not interrupting another speaker, but when another speaker has finished, another person can speak. The rest of us will be quiet when someone is speaking so we can hear everyone’s opinion.

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Interview:

1. What do you usually do in your free time during the week and on the weekends?

2. What do you like best about your school? Like the least?

3. What are the biggest problems among kids your age, in your community (where you live)?

4. Why do kids your age drink beer?(Probes: have a good time; feel good; are depressed/feeling down; bored/nothing else to do; fit in with friends/peers; rebel/show up parents, teachers, other adults; think it’s cool; other reason)

5. Why do kids your age smoke marijuana (weed)?(Probes: have a good time; feel good; are depressed/feeling down; bored/nothing else to do; fit in with friends/peers; rebel/show up parents, teachers, other adults; think it’s cool; other reason)

6. Why do kids your age smoke cigarettes, cigars, or other tobacco?(Probes: have a good time; feel good; are depressed/feeling down; bored/nothing else to do; fit in with friends/peers; rebel/show up parents, teachers, other adults; think it’s cool; other reason)

7. Where do kids your age get beer or other alcohol?(Probes: store; home; friend; school; relative; if other person, who.)

8. Where do kids your age get marijuana?(Probes: store; home; friend; school; relative; if other person, who.)

9. Where do kids your age get cigarettes, cigars or other tobacco?(Probes: store; home; friend; school; relative; if other person, who.)

10.Think about the kids your age who use alcohol, tobacco, or any other drugs. Which substance (beer, wine, cigarettes, weed, ecstasy, cocaine, etc.) do most of these kids use?(Probe: What is the most commonly used substance among kids your age?)

11.Besides (name the most commonly listed substance from the previous question), what probably the next most commonly used substance used by kids your age?

12.What would influence kids your age to stop (or, not even start) using alcohol, tobacco, or the other drugs?(Probes: Parents? Police? Teachers? Other kids? Name of other person?)

13.Who has the most influence on your decisions about using alcohol, tobacco, or other drugs?

14.What should/could happen in your community (where you live) to get rid of problems with alcohol, tobacco, other drugs?

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Summary and Closure:

➢ Is there any other information that you think would be useful for me to know?

➢ We will put together a report about the information that you gave us. It will not include your name.

➢ Thank you very much for coming this afternoon. I appreciate your giving your time and your comments. Your opinions have been very helpful.

Notes for the facilitator:

Clarification items- to use as needed during the “interview” section:

1. After each question in the interview, review the responses given then ask, “Does anyone want to add or clarify an opinion on this?” “Does anyone see it differently?”

2. Other ideas for probing/clarifying questions: “Tell me more about that.”

“What do you mean by that?”“Tell me an example of what you mean by that.”“I’m not sure I understand what you mean. Help me out here.”

3. For participants who don’t say much:Invite a quiet person to comment: “I’d really like to hear your opinion on this.” “Tell us what you think about this.”

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Observation: PhotoVoice

Photovoice is an emerging qualitative data method that utilizes community-based participatory research (CBPR) to elicit individual’s stories in a creative and unique way. CBPR is defined as “a systematic inquiry, with the collaboration of those affected by the issue being studied, for purposes of education and taking action or effecting change.” PhotoVoice typically involves the following key steps:

Select Participants: Recruitment for this method requires a solid understanding of what Photovoice is in order to explain it to those who you are trying to recruit. This is particularly relevant for youth who may feel uncomfortable talking about these issues in a group setting and will need parental permission to be involved

Take Pictures: Participants are given cameras to document their concerns about the alcohol, tobacco and other drug issue in their community and promote dialogue and new information through the sharing of photographs in a group setting.

Discussion: These photos are usually shared in a group of 5-8 individuals who come together to pick a photographic theme; participants go out and take photographs and come back to discuss their photos through the SHOWED guide to discussion. SHOWED means:

What do you SEE in this photograph? What is HAPPENING in the photograph? How does this relate to OUR lives? WHY does this issue exist? How can we become EMPOWERED with our new social understanding? What can we DO to address these issues?

This method is similar to focus groups in that it is more structured than a listening session, but the photographs lead to a rich discussion that is difficult to elicit under other methods. This method requires a skilled moderator/facilitator who can both provide basic training on photography as well as lead the discussion using SHOWED. The conversations can be recorded or notes may be taken to determine key quotes and information from the discussion.. Alternatively, this method engages those who may be excited for a creative way to express their concerns about substance use in the community.

A Practical Guide to PhotoVoice: Sharing Pictures, Telling Stories and Changing Communities (Prairie Women’s Health Centre of Excellence) http://www.pwhce.ca/photovoice/pdf/Photovoice_Manual.pdf provides detailed instructions on conducting a PhotoVoice project. The Guide describes the following steps:

1. Connect and Consult with the Community2. Plan the Photovoice Project3. Recruit Photovoice Participants and Target Audience Members4. Begin the Photovoice Project5. Photovoice Group Meetings6. Data Collection7. Data Analysis8. Prepare and Share the Photovoice Information 9. Social Action and Policy Change

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