CROSS-CUTTING DOMAIN

Knowledge and awareness of the dynamics of behavior (e.g., why substance use, violence, or teen pregnancy occurs). Knowledge of the impact of the processes for changing behavior and the effects of external influences on behavior.

Knowledge of the prevention theory proposed by Alan Markwood contending that the merits of any particular proposed prevention policy or strategy should be judged not only on the likely results, but also on the alternatives and the comparative effects of each.8 The comprehensive theory connects what are called the two major routes toward substance use and substance misuse — profoundly challenged children, socially influenced teens—to factors that influence progression to other substances and to other problem behaviors, and the special role of parents in preventing social influences to alcohol and other drug use.

Knowledge of contextual and systemic dynamics related to prevention programs (e.g., gender, age, socioeconomic status, culture/race/ethnicity, sexual orientation, spirituality, religion, larger systems, and social context).

Knowledge of systems concepts, theories, and techniques that are foundational to the development of prevention programs.

Demonstrated knowledge and application of prevention learning theories and models. Demonstrated knowledge and application of substance use prevention techniques, behavior change, and population-based theories and models.

Knowledge of principles of human development, human sexuality, gender development, psychopathology, family development, and family processes (e.g., family, relational, and system dynamics).

Knowledge of Risk and Protective Factor Theory and influences on substance use, including knowledge of the relationship between protective factors and risk factors. Awareness that prevention programs need to target modifiable risk factors and strengthen identified protective factors. Understanding of how to collect, analyze, interpret, and present epidemiologic data on empirically identified risk and protective factors and mental, emotional, and behavioral problems in the community.

General knowledge of the field of substance misuse studies, including substance use/dependence, physiological and psychological effects of alcohol and other drugs, the disease concept of addiction, family and social dimensions of substance use, and the principal therapy and treatment approaches.

Knowledge of the five categories of the most-cited substance use prevention theories.

Consideration of adolescents’ beliefs about how the consequences of experimenting with specific substances contribute to their decisions to use those substances.

Assumption that adolescents acquire their beliefs about substance use and other delinquent behaviors from their role models, friends, and parents.

Assumption that the emotional attachment adolescents have with peers who use substances are key factors contributing to substance use. The theory targets improving bonds between adolescents and positive peer groups and pro-social institutions.

Examination of how adolescents’ personality characteristics, emotions, and behavioral skills contribute to their substance use.

Combine components from multiple theories in an attempt to account for how biology, personality, relationships, culture, environment, or other factors interact to result in substance use. Precaution should be taken when considering integrated theories given the challenge of adequately studying their utility with the virtually unlimited ways components of different theories could be combined.

Ensuring that components of the knowledge requirements are used as appropriate when carrying out responsibilities in the five prevention domains.

Ability to use the knowledge requirements in appropriate phases of work throughout the five domains.