Building Prevention Through Community v1.1 | Reach One Clinical Services

Controlled Release · v1.1

GOV-00

Revision history, distribution, and browser-data boundary

This edition separates program-planning tools from person-level records. The browser may hold deidentified planning work. It must not become a shadow chart, staff file, incident log, consent repository, or substitute EHR.

Document owner	Reach One Clinical Services · Designated program and clinical leadership
Version / status	v1.1 · Controlled Working Edition
Effective date	August 30, 2026
Review due	August 30, 2027, or earlier upon a triggering change
Expiration	No automatic expiration; use is suspended when required law, policy, local resource, safety, or workflow verification is no longer current
Supersedes	v1.0 · Initial controlled working edition
Approved distribution	Reach One leadership, trained facilitators, approved partner sites, safety reviewers, quality reviewers, and authorized implementation stakeholders
System-of-record rule	Participant, staff-performance, incident, consent/assent, release-of-information, handoff, and life-safety records belong in the organization’s approved EHR, HR, incident, or secure case-management system.

Revision history

Version	Date	Change summary	Release authority
1.0	2026-08-30	Initial comprehensive community model, population pathways, interactive planning tools, and implementation architecture.	Working draft
1.1	2026-08-30	Repaired four unrendered blocks; installed privacy firewall, import, search highlighting, completion scoring, nine-stage readiness, placement logic, unique adult and family artifacts, controlled-form register, implementation tools, language-access control, quick-reference cards, sources, and revision governance.	Controlled working release

Deidentify

Plan

Export planning data

Record person-level work securely

Verify and audit

Audit citation rule

Printed page numbers may shift as worksheets expand. Cite the section code or controlled form number first, then the printed page number when available.

Start Here

SEC-02

What this model is—and what it refuses to become

This manual is both a community strategy and an operating system. It gives schools, youth programs, treatment providers, peer organizations, neighborhood groups, employers, housing partners, families, and public agencies one disciplined way to organize prevention, early response, referral, and recovery-support activity without pretending that education alone can carry the whole house.

Trauma-informed operating posture

The model assumes that past and current adversity can shape attention, trust, threat detection, behavior, memory, relationships, and participation. Staff therefore create predictable structure, explain what will happen, protect the right to pass, avoid forced disclosure and public shaming, offer meaningful choice, state confidentiality limits plainly, and use repair rather than exile when possible. Trauma-informed practice is not standard-free practice; it is the disciplined delivery of standards without unnecessary reenactment of powerlessness.

Framework basis: SAMHSA trauma-informed principles and guidance. See Source S6.

Core doctrine

People are safer when they are known, connected, expected, supported, and given a meaningful place to contribute. Programs become trustworthy when every concern has an owner, every next step has a timeframe, and every referral is tracked beyond the handoff.

Operating commitments

01

Universal but not generic

The framework stays consistent while language, activities, pacing, examples, and safeguards change by age, setting, culture, and level of need.

02

Community-facing, clinically disciplined

The model supports education, skill building, belonging, early identification, and navigation. It does not turn coaches, peers, teachers, or volunteers into unauthorized clinicians.

03

Capacity over slogans

The aim is not merely awareness. The aim is stronger regulation, safer relationships, reliable routines, improved help-seeking, family capacity, and completed access to care.

04

Outcomes over optics

Attendance matters, but it is not the finish line. The program measures protective factors, behavior, functioning, connection, referral completion, retention, and sustained participation.

Life-safety boundary

This manual does not replace emergency services, licensed assessment, medical care, detoxification, crisis evaluation, mandated reporting, or individualized treatment. When there is imminent danger, suspected overdose, severe withdrawal, suicidal or homicidal risk, abuse, neglect, exploitation, trafficking, psychosis, medical instability, or another urgent concern, staff follow the approved emergency and reporting pathway immediately.

No silent drift. No unowned risk. No undefined role. No referral abandoned at the edge of another system.

How to use this manual

1. AdoptApprove scope, authority, populations, and ethical boundaries.

2. AssessStudy readiness, needs, assets, gaps, and lived experience.

3. BuildSelect strategies, curricula, partners, staffing, and tools.

4. DeliverUse structured sessions, safe facilitation, and completed handoffs.

5. MeasureTrack reach, dosage, protective factors, behavior, and outcomes.

6. ImproveReview variation, correct drift, and document what changes.

Master Architecture

SEC-03

One framework. Four population pathways. Six prevention strategies.

The model separates what should remain universal from what must be developmentally distinct. The universal spine provides one language for community conditions, risk, resilience, action planning, referral, and measurement. The population pathways protect relevance, developmental fit, and safety.

Layer	Purpose	Required Evidence
Identity & Governance	Defines mission, authority, boundaries, document control, and decision rights.	Adoption page; governance map; review calendar
Community Readiness	Determines whether people recognize the concern and have capacity to act.	Readiness rating; stakeholder input; asset-and-gap profile
Population Pathways	Separates ages 5–12, 13–17, 18–24, adults, and caregiver learning.	Placement guide; population-specific curriculum; safety controls
Strategy Portfolio	Uses information, skill development, alternatives, community process, environmental change, and early response.	Strategy map; annual activity plan; partner assignments
Delivery System	Turns topics into structured encounters with practice, reflection, and action.	Facilitator guide; attendance; session record; participant artifact
Referral & Response	Identifies concerns early and connects people to the next appropriate service.	Screen/concern record; consent; completed-handoff tracker
Measurement & CQI	Shows whether the model changed capacity, behavior, access, and conditions.	Dashboard; pre/post data; fidelity review; corrective action
Sustainability	Builds workforce, partnership, funding, and leadership continuity.	Budget; training matrix; succession plan; annual review

Population pathways

Ages 5–12

Reach One Youth Foundations

Concrete skills, trusted adults, safe choices, body cues, emotional language, routines, friendship, play, and family-supported practice.

Ages 13–17

B.U.Y.-In Youth Academy

Identity, peer pressure, refusal skills, reward systems, digital influence, relationships, future orientation, leadership, and help-seeking.

Ages 18–24

Emerging Adult Bridge

Adult-role transition, work and school stability, relationships, housing, legal exposure, recovery capital, and independent help-seeking. Never commingled with minor treatment groups.

Adults

Adult Community Pathways

Stress, substance risk, family systems, recovery, parenting, aging, reentry, employment, housing, and contribution.

The four response lanes

Lane	Who it serves	Primary response	Boundary
Universal	Whole populations without identified individual risk.	Education, norms, protective assets, healthy alternatives, environmental supports.	No diagnosis or individualized clinical claim.
Selective	Groups exposed to elevated contextual risk.	Targeted skills, mentoring, family support, barrier reduction, structured engagement.	Risk exposure does not equal disorder.
Indicated	People showing early warning signs or concerning behavior.	Brief conversation, screening by qualified staff, referral, care coordination, safety planning as authorized.	Do not delay treatment when clinical need is present.
Treatment & Recovery Linkage	People with diagnosed or probable behavioral-health needs.	Assessment, licensed treatment, peer support, case management, recovery supports, follow-up.	Clinical services follow credential, payer, documentation, and consent rules.

Decision Rights

GOV-01

Placement, step-up, step-down, and boundary-age logic

A pathway is not selected by convenience, room availability, or a staff member’s best guess. Placement follows age, legal status, developmental fit, risk, consent, role authority, setting safeguards, and the person’s actual need.

Receive concern or referral

Verify age, consent, and setting

Select response lane

Qualified decision and documentation

Review, step, or transition

Decision ownership

Decision	Primary owner	Required evidence	Escalation
Universal education or open community activity	Trained program coordinator within approved eligibility rules	Population, notice or consent, accessibility, safety controls, attendance, and curriculum version	Program director when fit, safety, or age separation is unclear
Selective prevention pathway	Trained coordinator with supervisor review when risk criteria are used	Objective eligibility factor, voluntary participation, protective needs, and no unsupported diagnosis	Qualified clinician when early symptoms, impairment, or safety concerns appear
Indicated early-response pathway	Qualified licensed clinician or another role specifically authorized by law and policy	Observed concern, screening or assessment pathway, consent, safety review, and next action	Clinical director or Chief Clinical Officer for ambiguity or elevated risk
Clinical treatment or level of care	Qualified licensed clinician operating within scope and payer or state rules	Assessment, diagnosis or clinical impression, medical necessity, treatment plan, consent, and level-of-care rationale	Clinical authority and medical leadership when required
Pause, restriction, or stop-launch decision	Chief Clinical Officer or delegated clinical or safety authority	Documented risk involving staffing, privacy, commingling, scope, emergency readiness, consent, documentation, or environment	Executive leadership, compliance, legal, or emergency authority as indicated

Boundary-age rules

Age 17

The participant remains a minor. Begin transition planning approximately 90 days before the eighteenth birthday when appropriate, but continue minor consent, assent, safeguarding, record, staffing, and group-separation controls until legal adulthood.

Age 18 while still in high school

The participant is legally an adult. Use the Emerging Adult Bridge or another adult pathway. School status may shape schedule and curriculum, but it does not convert the person back into a minor treatment participant.

Shared community events

Cross-age events may occur only when purpose, supervision, physical space, privacy, transportation, consent, and interaction rules are approved. Shared community presence does not authorize commingled treatment groups.

Developmental exception

Developmental or cognitive needs may require adaptation, but any exception must be reviewed by qualified leadership and documented without erasing legal status or safety obligations.

Step-up and step-down triggers

Direction	Possible trigger	Required action	Evidence
Step up	New safety concern, intoxication or withdrawal risk, escalating impairment, repeated inability to function in current support, emerging psychosis, violence risk, severe family instability, or failed lower-intensity response	Immediate safety review, qualified assessment or consultation, updated plan, and completed handoff to the appropriate level	Exact observations, decision owner, consultation, acceptance, schedule, barriers, and follow-up
Maintain with modification	Need remains appropriate but access, language, transportation, sensory, family, or scheduling barriers reduce participation	Modify the environment or delivery method without silently changing the core mechanism	Adaptation, rationale, participant input, owner, and effectiveness review
Step down	Risk and impairment are reduced, skills generalize, routine and support are stable, goals are progressing, and the next setting can safely carry the work	Collaborative transition, recovery or maintenance plan, completed handoff, and follow-up date	Readiness evidence, unresolved needs, consent, appointment, and closure status

No administrative step-down by fatigue alone

Attendance duration, staff frustration, payer pressure, or a calendar date is not sufficient evidence of readiness. Likewise, a person should not be held at a higher intensity merely because the program has not finished its own paperwork.

Use BPTC-F-009 to record placement and transitions. Population-prevention terms are aligned with SAMHSA prevention frameworks. See Sources S1–S2.

Operating Philosophy

SEC-05

The Ten Principles of Community Treating

These principles anchor the model in collaboration, lived experience, proximity, ethics, whole-person conditions, grassroots innovation, system change, and long-term sustainability. They are not wall art. Each principle must become a decision, role, workflow, tool, or measure.

Principles in practice

01

Collaboration for Wellness

Community members, people with lived experience, youth, families, peers, schools, health providers, employers, and neighborhood organizations share responsibility for healthier conditions.

02

Empowerment in Action

People are not treated as passive recipients. They help define problems, shape solutions, teach from lived experience, and build the confidence to advocate for themselves and others.

03

Personalized Support, Close to Home

Support should fit the person, developmental stage, culture, strengths, risks, and local reality—and it should be reachable without unnecessary distance, delay, or humiliation.

04

Proactive Problem Solving

The model addresses immediate concerns while also changing the conditions that keep producing them: isolation, trauma, unstable housing, limited opportunity, unsafe norms, and fragmented services.

05

Ethics as a Foundation

Dignity, confidentiality, autonomy, consent, role clarity, nonjudgment, truthful documentation, and safe boundaries are not decorations. They are operating requirements.

06

A Broader Health Approach

Substance-use risk does not live in a vacuum. Prevention must also consider mental health, physical health, family functioning, school or work, housing, transportation, food, safety, and belonging.

07

Priority for Vulnerable Populations

Youth, families under stress, older adults, people experiencing homelessness, justice-involved people, and people living with serious behavioral-health needs require deliberate access and protection.

08

Grassroots Innovation

Local knowledge matters. The model makes room for peer-run initiatives, neighborhood solutions, sports, arts, service projects, and culturally credible approaches that can be tested and improved.

09

Systems Change From Within

Traditional systems improve when peers and professionals share decisions, handoffs are completed, staff learn from data, and barriers are corrected instead of quietly becoming normal.

10

Sustainable Community Capacity

The goal is not one successful event. The goal is a durable local system with trained people, clear ownership, repeatable tools, measurable outcomes, and resources that survive leadership transitions.

Principle-to-practice reflection

BPTC-W-001Planning worksheet — not a record of service

Which principle is already visible in your setting? Which principle is weakest or mostly aspirational? What concrete workflow would make that principle observable? Who owns the first action and by what date?

Foundation 01

SEC-06

The prevention–intervention–treatment–recovery continuum

Communities become safer when they stop treating every concern as either “nothing” or “a crisis.” The model uses a continuum so the response can match the need. The goal is neither to pathologize ordinary struggle nor to underreact when danger is becoming visible.

PromotionBuild conditions that support wellness, belonging, dignity, contribution, and healthy development.

PreventionReduce exposure to risk and strengthen protective capacity before severe impairment develops.

Early ResponseRecognize warning signs, hold a structured conversation, screen or consult within scope, and connect to help.

TreatmentProvide individualized, medically necessary services through qualified, authorized providers.

Recovery SupportStrengthen routines, relationships, housing, work, identity, health, and sustained community participation.

What prevention can include

Knowledge

Accurate, age-appropriate information about substances, mental health, stress, development, risk, medications, driving, consent, safety, and where to seek help.

Skills

Regulation, communication, planning, refusal, conflict repair, help-seeking, decision-making, media literacy, caregiving, and leadership.

Relationships

Reliable adults, prosocial peers, family connection, mentoring, peer leadership, recovery community, and warm organizational partnerships.

Conditions

Safe spaces, clear policies, supervision, transportation, food, stable routines, housing, employment, recreation, and reduced exposure to harm.

Design rule

Information opens the door; it rarely carries the whole house. Every educational activity should connect to at least one skill, one relationship, one environmental support, or one completed next step.

What prevention is not

Fear-based messaging without practical skills or supportPublic shaming, humiliation, forced disclosure, or moral labelingTreating all substance use or distress as identicalUsing a universal group as a substitute for assessment or treatmentCollecting sensitive information without a privacy and escalation planReferring people without confirming that the next step was acceptedClaiming success because materials were distributed or seats were filled

Foundation 02

SEC-07

The Person–Substance–Setting lens

Risk does not live only inside a person. It emerges from the interaction among individual vulnerability and capacity, the properties and availability of a substance or behavior, and the social and physical setting. A strong plan examines all three corners.

Corner	Questions to ask	Examples of response
Person	What developmental, biological, emotional, cognitive, social, cultural, or clinical factors shape risk and protection?	Regulation skills; health care; mentoring; assessment; sleep and routine; identity and future planning
Substance / Behavior	What is the potency, route, reinforcement pattern, interaction risk, availability, marketing, concealability, or overdose potential?	Accurate education; storage and disposal; naloxone; medication review; device awareness; policy and access controls
Setting	What norms, stressors, opportunities, relationships, environments, policies, and resources shape the behavior?	Safe activities; adult presence; transportation; family communication; workplace or school policy; neighborhood partnerships

Three-corner analysis

BPTC-W-002Planning worksheet — not a record of service

Person: What capacities and vulnerabilities matter here? Substance or behavior: What properties increase or reduce risk? Setting: What conditions are reinforcing the current pattern? Integrated response: What must change across all three corners?

Foundation 03

SEC-08

The six-strategy portfolio

A complete model uses a portfolio rather than betting everything on one educational event. The six strategies work like a balanced roster: each has a role, and no single player should be asked to guard the entire floor.

Strategy definitions

01

Information

Provide accurate, audience-specific information through talks, handouts, media, newsletters, campaigns, and brief education. Information opens the door; it rarely carries the whole house.

Examples: Briefings, caregiver nights, youth media literacy, medication-safety education, newsletters, public-resource guides

02

Skill Development

Teach and practice refusal skills, emotional regulation, decision-making, communication, parenting, problem-solving, help-seeking, and recovery-support skills.

Examples: Refusal practice, emotional regulation drills, difficult-conversation rehearsal, help-seeking, planning, repair

03

Healthy Alternatives

Create structured, substance-free opportunities for recreation, sports, arts, service, learning, leadership, work exposure, and social connection.

Examples: Sports, arts, service, peer clubs, leadership projects, evening and weekend programming, career exploration

04

Community Process

Organize teams, build coalitions, train helpers, map resources, coordinate partners, listen to residents, and create shared ownership across sectors.

Examples: Coalitions, resident listening, partner tables, youth advisory groups, peer leadership, resource mapping

05

Environmental Change

Strengthen policies, expectations, physical settings, supervision, access controls, communication norms, and community conditions that shape behavior.

Examples: Policy review, safe storage, transportation, supervision, schedule redesign, physical-space improvement, access controls

06

Early Identification & Referral

Notice emerging concerns, use non-diagnostic screening within role, start a respectful conversation, connect the person to qualified help, and verify the handoff.

Examples: Concern conversation, qualified screening, warm handoff, crisis escalation, follow-up, reentry support

Portfolio test

Question	Strong evidence	Warning sign
Are we informing?	People receive accurate, relevant, understandable information.	Materials are old, abstract, or disconnected from local reality.
Are we teaching?	Participants repeatedly practice observable skills.	The program mostly talks at people.
Are we offering alternatives?	Healthy belonging, recreation, leadership, and contribution are available at the times risk actually occurs.	Activities are occasional, inaccessible, or unrelated to participant interests.
Are we organizing?	Residents, youth, families, peers, and partners share decisions and ownership.	A single agency designs everything in isolation.
Are we changing conditions?	Policies, access, supervision, transportation, physical space, and norms support safer behavior.	The environment quietly rewards the behavior the curriculum condemns.
Are we responding early?	Concerns are recognized, discussed, referred, confirmed, and followed.	People are given a number and disappear into the referral fog.

Current strategy mix

BPTC-W-003Planning worksheet — not a record of service

Which strategy is overused? Which strategy is missing or underdeveloped? What new activity would create a more balanced portfolio? Owner, due date, and completion evidence

The six categories align with the long-standing CSAP prevention-strategy taxonomy. Reach One uses them as a balanced portfolio rather than as evidence that every activity is equally effective. See Source S2.

Foundation 04

SEC-09

Risk and protection across the ecology

Risk factors increase probability; they do not determine destiny. Protective factors reduce vulnerability, support recovery, and make safer choices more possible. The task is not to locate one villain. It is to understand the pattern, the accumulation, the timing, and the points where the system can become more protective.

Domain	Common risk conditions	Protective conditions
Individual	Early initiation; impulsivity; untreated symptoms; trauma exposure; low risk perception; weak coping; prior overdose; developmental vulnerability.	Accurate knowledge; self-regulation; hope; health access; refusal skills; treatment when indicated; strengths and identity.
Peer	Substance-using peers; coercion; social isolation; online pressure; normalization of risky behavior; gang or exploitative networks.	Prosocial peers; mentors; team belonging; peer leaders; safe activities; help-a-friend skills; credible norms.
Family / Household	Conflict; inconsistent boundaries; caregiver substance use; low monitoring; family stress; violence; unstable routines; secrecy.	Warmth plus structure; monitoring; communication; repair; shared routines; caregiver education; family treatment or support.
School / Work	Disengagement; absenteeism; failure; unsafe climate; bullying; unemployment; unstable schedules; weak supervision.	Belonging; achievement support; reasonable expectations; coaching; attendance response; career pathways; supportive supervision.
Community	High availability; unsafe spaces; poor transportation; unstable housing; concentrated trauma; weak coordination; stigma; few alternatives.	Clear norms; safe places; accessible help; housing and transportation pathways; coordinated partners; visible opportunities; recovery-friendly environments.
Systems	Fragmented referrals; long waits; unclear eligibility; role confusion; punitive responses; disconnected records; no follow-up.	Single points of contact; completed handoffs; clear eligibility; escalation rules; dashboards; consent-based coordination; accountability for closure.

Interpretation rules

Accumulation matters. Multiple moderate risks can become more consequential than one dramatic-looking factor.

Development matters. The same exposure can carry different meaning at age eight, fifteen, twenty-two, forty, or seventy.

Timing matters. Risk often rises during transition: school change, release from incarceration, discharge, job loss, housing disruption, grief, childbirth, relationship rupture, or medical change.

Culture and context matter. Interpretation should be grounded in lived experience and local conditions, not imposed through stereotypes.

Protection is actionable. A protective factor should become something the program can strengthen, connect, practice, or measure.

Community risk-and-protection scan

BPTC-W-004Planning worksheet — not a record of service

Which risks are most visible, and what evidence supports that conclusion? Which protective factors already exist and should be strengthened? Which transitions or time periods create the greatest vulnerability? Which population experiences the greatest gap between need and access? What is assumption, and what is verified? What protective condition can be strengthened in the next 90 days?

Foundation 05

SEC-10

Resilience is not toughness. It is usable capacity.

Resilience is the capacity to adapt, recover, ask for help, use available support, and continue developing under pressure. It should never be used to excuse unsafe systems or demand that people absorb endless harm with a smile. The person grows, and the environment must become more protective.

Capacity domains

Biological capacity

Sleep, nutrition, movement, medication access, medical care, withdrawal safety, nervous-system regulation, and recovery from physical stress.

Cognitive capacity

Attention, planning, flexible thinking, problem-solving, risk appraisal, memory supports, and the ability to imagine more than one response.

Emotional capacity

Naming feelings, tolerating distress, recognizing body cues, delaying action, expressing need, and repairing after escalation.

Relational capacity

Trust, boundaries, consent, communication, conflict repair, safe dependence, interdependence, and access to reliable people.

Practical capacity

Transportation, documents, housing, money management, scheduling, employment, child care, digital access, and completing multi-step tasks.

Meaning and contribution

Identity, values, culture, hope, purpose, service, leadership, creativity, work, family responsibility, and a future worth protecting.

CBEI and BRAVE translation

Framework	Capacity	Observable practice
Confidence	A realistic belief that effort, support, and practice can change what happens next.	Attempts a difficult task; asks for help; reflects on progress; tolerates correction.
Boundaries	The ability to protect time, body, attention, values, safety, and recovery without controlling other people.	Says no; leaves unsafe settings; uses consent; limits contact; follows program boundaries.
Emotional Intelligence	The ability to identify emotion, understand its function, regulate action, and communicate need.	Names cue and trigger; uses a tool; delays reaction; makes a repair; seeks support.
BRAVE — Boundaries	Clear limits and refusal skills.	States and enforces a safety or recovery boundary.
BRAVE — Regulation	Pause, surf urges, and choose the next useful action.	Uses grounding, breathing, movement, delay, or connection.
BRAVE — Accountability	Ownership, follow-through, and swift repair.	Completes the next step or reports the barrier before the deadline.
BRAVE — Values	Identity reconstruction and values-aligned decisions.	Connects a choice to the person they are becoming.
BRAVE — Engagement	Prosocial connection and community participation.	Attends, contributes, asks, supports, and stays connected.

CBEI and BRAVE are Reach One practice frameworks. They organize teachable capacities and are not diagnostic instruments or validated clinical scales.

Structure is not a cage. It is a trellis: something strong enough for growth to climb.

Foundation 06

SEC-11

Reach One’s 40 protective assets

These assets translate broad protective-factor language into conditions that can be seen, taught, built, and reviewed. They are not a score of human worth. They are a map of capacities and supports the community can strengthen.

Adaptation boundary: This original Reach One asset map is informed by protective-factor and positive-youth-development literature, including awareness of Search Institute’s Developmental Assets framework. It uses different domains and wording, extends beyond youth, and is not a validated equivalent, licensed Search Institute instrument, or measure of human worth. See Source S4.

Eight protective-asset domains

Safe & Seen

At least one reliable adult or support person who notices absence, change, and distressPhysical and emotional safety in the primary home or living environmentA predictable response when a concern is reportedA real sense of belonging in a group, team, class, workplace, or neighborhoodStable routines for sleep, food, attendance, movement, and daily responsibilities

Family & Household Capacity

Clear and developmentally appropriate expectationsRespectful communication that makes difficult topics discussableSupervision, availability, and knowledge of where youth are and who they are withRepair after conflict instead of silence, humiliation, or permanent exileRegular shared activities that are not organized around crisis

Learning & Future

Connection to school, training, work, or another meaningful learning settingAdults who communicate high expectations and practical supportCuriosity, reading, creativity, and exposure to new possibilitiesWritten goals with near-term steps and visible progressAccess to tutoring, coaching, career exploration, and skill development

Regulation & Decision Skills

Ability to name emotions and recognize body signalsA practiced coping toolkit for stress, anger, anxiety, grief, and urgesPlanning and decision-making before pressure risesRefusal, exit, and boundary-setting skillsConflict resolution and repair without violence or retaliation

Identity & Values

Awareness of strengths, interests, talents, and contributionSelf-respect that does not depend entirely on approvalA sense of purpose larger than the next impulseHope and a believable picture of a positive futureCultural identity, history, and community pride that support healthy belonging

Peers & Community

Peers who support safe choices and responsible behaviorAccess to mentors, coaches, elders, and credible helpersUseful roles that allow people to contribute rather than only receiveStructured recreation and social activities with safe adult presencePeer-support and mutual-aid pathways when recovery support is needed

Stability & Practical Resources

Stable housing or an active, tracked housing pathwayReliable access to food, healthcare, and medication supportTransportation or a realistic transportation planDigital access and the skills to use it safelyNavigation support for benefits, employment, legal needs, identification, and finances

Help, Recovery & Continuity

Knowledge of where to go for education, screening, assessment, treatment, and crisis helpA norm that seeking help early is strength, not failureWarm handoffs that are accepted, scheduled, confirmed, and trackedA recovery-capital map that includes people, places, routines, and resourcesFollow-up after referral, discharge, relapse, absence, or major life change

Asset priority worksheet

BPTC-W-005Planning worksheet — not a record of service

Three assets currently strongest Three assets most urgent to strengthen Which asset can participants practice directly? Which asset requires a system or policy change? How will improvement be observed or measured? Who owns the next action, and when will it be reviewed?

Organize 01

SEC-12

Community readiness: meet people where the system actually is

Communities move through recognizable stages—from little awareness to professionalized, sustainable ownership. Pushing a late-stage strategy into an early-stage setting creates resistance, fatigue, or theater. The intervention must match readiness.

Stage	Name	What it looks like	Best next move
1	Unaware	The issue is not recognized or is viewed as someone else’s problem.	Listen, share local stories and basic information, and avoid leading with blame.
2	Denial or Resistance	Some concern is visible, but the community minimizes it, normalizes it, or fears the implications.	Use respectful data, lived experience, and small conversations that lower defensiveness.
3	Vague Awareness	People agree something should happen, but no one owns a clear next step.	Name a convenor, define the problem, and complete a basic readiness inventory.
4	Preplanning	A small group is ready to act, but resources, roles, and priorities are not yet aligned.	Build the team, map assets, define target populations, and select measures.
5	Preparation	A plan, partners, training, and tools are being assembled.	Approve the logic model, action plan, safety process, referral pathway, and launch gate.
6	Initiation	Activities have begun, but fidelity and ownership are still fragile.	Use weekly huddles, attendance and referral tracking, facilitator coaching, and rapid correction.
7	Stabilization	The work is repeatable, staff know their roles, and early results are visible.	Standardize, document, train backups, and address gaps in reach and equity.
8	Expansion	The community is ready to scale, deepen, or add populations.	Scale only after evidence shows the current model is safe, used, and producing value.
9	Community Ownership	Residents, participants, and local institutions share authority, maintain the work, use data, renew leadership, and adapt the model without waiting for an outside champion.	Transfer decision rights, protect succession, maintain financing and data capacity, and require public accountability for equity and outcomes.

Readiness domains

Recognition

Do people believe the issue is real, local, and relevant to their lives?

Knowledge

Do people understand the concern, the affected populations, the available supports, and the limits of current data?

Leadership

Are influential leaders willing to speak, convene, fund, protect, and remain accountable after launch?

Climate

Are stigma, fear, denial, blame, confidentiality concerns, or political tension likely to obstruct participation?

Resources

Are there people, spaces, time, money, transportation, technology, partnerships, and referral pathways?

Evidence

Does the community have credible local information, participant voice, and a way to evaluate progress?

Readiness rating

BPTC-W-006Planning worksheet — not a record of service

Current readiness stage Evidence supporting this rating Leadership support currently available Primary resistance or barrier Most appropriate next move Owner and review date

The nine-stage sequence is adapted from the Community Readiness Model, with stage 9 restored as Community Ownership. See Source S3.

Organize 02

SEC-13

Assessment before prescription

Community assessment is disciplined listening. It distinguishes verified need from institutional habit, resident experience from executive assumption, and visible crisis from the quieter conditions feeding it.

Minimum assessment sources

Source	What it can reveal	Limitation to manage
Administrative data	Emergency use, school discipline, attendance, overdose, arrests, referrals, service use, denial, retention, housing and employment patterns.	Data may lag, omit unserved people, or reflect system bias.
Resident and participant listening	Language, lived experience, barriers, informal supports, fear, stigma, and what people believe would actually help.	Small samples should not be presented as population estimates.
Youth voice	Peer norms, digital environments, adult credibility, program accessibility, pressure points, and preferred activities.	Youth participation requires consent, assent, privacy, and developmentally appropriate facilitation.
Caregiver voice	Household stress, supervision barriers, transportation, communication, changing drug trends, and support needs.	Caregiver perception may differ from youth experience; both matter.
Provider and partner interviews	Current services, referral bottlenecks, eligibility, capacity, wait times, repeated failure points, and partnership opportunities.	Organizations may overstate capacity or describe written workflow rather than actual practice.
Environmental scan	Advertising, access, transportation, vacant spaces, program hours, safety, lighting, recreation, food, technology, and neighborhood assets.	A visible condition still requires interpretation with residents.

Assessment synthesis

BPTC-W-007Planning worksheet — not a record of service

Primary community concern stated behaviorally Populations most affected Verified local evidence Resident and lived-experience themes Existing assets and trusted access points Service and referral gaps Equity and accessibility concerns Questions still unanswered

Organize 03

SEC-14

Map what exists, what is reachable, and what is merely listed

A directory is not a network. The resource map must distinguish a service that technically exists from one that is accessible, accepting referrals, culturally responsive, financially reachable, and capable of completing the next step.

Resource type	Examples	Verification questions
Trusted gathering places	Schools, recreation centers, libraries, barbershops, salons, neighborhood hubs, clubs, sports facilities, community rooms	Who uses the space? When is it open? Is it physically and psychologically safe?
Prevention and youth development	After-school programs, mentoring, sports, arts, leadership, summer programming, family education	Who is eligible? What are the hours, cost, transportation, ratios, and safeguards?
Behavioral health	Assessment, outpatient, IOP, PHP, crisis, psychiatry, SUD treatment, youth services, family treatment	What population, insurance, wait time, intake process, and clinical exclusions apply?
Peer and recovery support	Peer clubs, mutual-aid options, family recovery, recovery community organizations, reentry supports	Is support available at the hours people actually need it? How is peer scope protected?
Basic needs and stability	Housing, food, benefits, IDs, transportation, legal aid, employment, child care, medical and dental care	Can the person complete the application? Who helps overcome the barrier?
Emergency and safety	988, 911, mobile crisis, emergency departments, child/adult protective services, domestic violence, trafficking, poison control	What triggers use? What information must staff collect? Who documents and follows up?

Resource verification record

BPTC-W-008Planning worksheet — not a record of service

Organization / resource Primary contact Population and eligibility Services and current capacity Cost / insurance / documents required Hours, transportation, accessibility, and language access Referral method and expected response time Last verified date and verifier

Organize 04

SEC-15

Partnership without role confusion

Partnership works when organizations share purpose without blurring authority, records, consent, money, or scope. Collaboration is not commingling. Each partner should know what it owns, what it contributes, what it may not promise, and how the handoff is completed.

Levels of partnership

Level	Commitment	Evidence
Aware	Receives updates and understands the initiative.	Contact record; information distribution
Supportive	Promotes activities or contributes limited resources.	Written commitment; communication plan
Contributing	Provides staff time, space, transportation, materials, outreach, or subject-matter support.	Resource commitment; owner; schedule
Co-implementing	Shares planning, delivery, review, and problem-solving responsibilities.	MOU; workplan; governance participation
Strategic	Shares long-term outcomes, infrastructure, funding strategy, and system-change work.	Formal agreement; dashboard; annual review

Successful collaboration standard

Shared goals and a written definition of successShared input without hidden vetoes or ceremonial participationNamed responsibility and decision rightsTrust built through accurate promises and completed workClear power, influence, and conflict-resolution rulesOngoing support, not one-time endorsementProtection of privacy, consent, records, and legal boundariesA process for reviewing whether the partnership is helping participants

Partner commitment builder

BPTC-W-009Planning worksheet — not a record of service

Partner organization Relationship level Shared objective Partner contribution Reach One contribution Boundaries, privacy, and scope protections Named contacts and escalation route Review date and continuation criteria

Organize 05

SEC-16

Build a team that can decide, deliver, and repair

A committee can talk for years without becoming an operating team. The governance structure must connect authority, lived experience, program delivery, clinical safety, family voice, youth voice, data, and community relationships.

Role	Core ownership	Required evidence
Executive Sponsor	Approves scope, resources, boundaries, and public commitments; removes barriers; receives dashboard reports.	Authority memo, budget, quarterly review
Program Director / Community Prevention Lead	Owns implementation, partner coordination, schedule, staffing, action plan, and completion evidence.	Weekly tracker, action plan, partner log
Clinical Advisor	Reviews safety, scope, referral pathways, curriculum risk, and clinical escalation without turning education into unauthorized treatment.	Clinical review notes, escalation protocol
Youth Lead	Adapts content by age, protects youth safety, coordinates caregivers, and confirms staff readiness.	Youth schedule, guardian workflow, safety checklist
Adult Lead	Coordinates adult education, peer support, referral, family engagement, and stability pathways.	Adult pathway tracker, completed handoffs
Peer / Lived-Experience Leader	Builds engagement, hope, practical navigation, and credible support within defined peer scope.	Peer activity log, referral follow-up
Data & Quality Lead	Maintains measures, attendance, survey integrity, dashboard, findings, and improvement actions.	Monthly dashboard, CQI log
Community Partner Liaison	Clarifies partner contribution, referral acceptance, communication, and accountability.	MOU or partner agreement, contact log
Facilitator	Delivers approved content, practices skills, documents participation and concerns, and escalates risk.	Session plan, attendance, facilitator reflection
Caregiver / Resident Advisory Voice	Tests relevance, access, dignity, and practicality; identifies blind spots before scale.	Advisory notes, change recommendations

Standing meeting anatomy

OpenPurpose, safety, conflicts, and previous commitments.

SeeCurrent data, participant voice, incidents, barriers, and changes in the environment.

DecideWhat requires action, what can wait, who decides, and what needs escalation.

AssignOwner, due date, support, dependency, and completion evidence.

CloseRead back decisions, confirm next meeting, and document unresolved risk.

Conflict standard

Disagreement is not failure. Hidden authority, vague goals, broken promises, and undocumented decisions are failure points. Address the task, the process, the relationship, and the power dynamic separately.

Team charter

BPTC-W-010Planning worksheet — not a record of service

Team purpose Population and geographic scope Executive authority and decision rights Required members and voice protections Meeting cadence and standard agenda How conflicts and stalled actions are escalated How decisions and action items are recorded How community members are compensated or supported for participation

Organize 06

SEC-17

From concern to measurable action

The logic model explains why the work should produce change. The action plan explains who will do what, by when, with which resources, and how completion will be verified. Both are required.

NeedWhat condition or pattern requires action?

InputsWhat people, authority, funding, spaces, tools, and partnerships are available?

ActivitiesWhat will be delivered or changed?

OutputsWhat was completed, for whom, how often, and at what quality?

Near outcomesWhat knowledge, skill, support, access, or condition should change first?

Long outcomesWhat behavior, health, functioning, stability, or community condition should improve?

SMARTER action standard

Element	Required question
Specific	What exact task or change will occur?
Measurable	What evidence will show it happened and whether it worked?
Assignable	Who owns completion—not merely participation?
Realistic	Do authority, time, skill, access, and resources support the commitment?
Time-bound	What is the exact due date and review date?
Equity-checked	Who could be excluded, burdened, stigmatized, or missed?
Revisable	What trigger will cause the plan to be changed rather than defended?

Action plan builder

BPTC-W-011Planning worksheet — not a record of service

Problem or opportunity stated in observable terms Population and setting Desired near-term outcome Desired long-term outcome Strategy and activity Responsible owner Start date Due date Resources and dependencies Completion evidence Outcome measure and target Equity, safety, and scope check

Delivery 01

SEC-18

The universal session architecture

Every Reach One community session follows the same skeleton so facilitators can preserve quality while adapting language and activity. Predictability supports safety; variation supports engagement.

Eight session phases

1

Welcome & Safety

Meet people at the door. Confirm psychological and physical safety, accessibility needs, and the right to pass.

2

Check-In

Use a brief, repeatable check-in: current state, one strength, one pressure, one support needed.

3

Connect the Why

Explain how the topic connects to real life, goals, relationships, school, work, safety, or recovery.

4

Teach

Deliver one clear concept in plain language. Avoid turning the session into a lecture marathon wearing a prevention badge.

5

Practice

Role-play, rehearse, map, plan, move, create, or demonstrate. Skills are built in repetitions, not applause.

6

Process

Ask what felt useful, difficult, realistic, culturally relevant, or missing.

7

Apply

Each participant identifies one real situation in which the skill will be used.

8

Commit & Close

Name the next action, owner, timeframe, support person, and what evidence will show completion.

Facilitation standards

Universal session record

BPTC-W-012Planning worksheet — not a record of service

Session title Date Population / age band Facilitator(s) and role(s) Purpose and protective asset(s) Information provided Skill practiced Participant application or artifact Concerns, disclosures, or follow-up needs Assigned next steps, owners, and dates

Youth Pathway · Ages 5–12

SEC-19

Reach One Youth Foundations

Children learn through relationship, repetition, concrete examples, play, movement, stories, and adult reinforcement. The program does not ask younger children to carry adult-sized explanations. It gives them language, safe adults, body awareness, simple decision tools, and repeated practice.

Developmental rule

Keep the teaching concrete. Use one skill at a time. Practice in short rounds. Reinforce effort and repair. Involve caregivers so the skill has somewhere to live after the session ends.

Twelve Youth Foundations modules

01

Belonging and Safe Adults

Identify trusted adults, safe places, and the difference between a secret and a surprise.

Practice evidence: Create a personal safety-and-support map.

02

Feelings Have Signals

Name basic emotions and notice body cues before behavior takes over.

Practice evidence: Body-outline feelings map.

03

Pause, Breathe, Choose

Practice short regulation skills that create space between feeling and action.

Practice evidence: Three-part pause drill.

04

Boundaries and Permission

Learn personal space, consent, asking, stopping, and getting help.

Practice evidence: Boundary traffic-light game.

05

Friendship and Teamwork

Recognize helpful, hurtful, and unsafe peer behavior.

Practice evidence: Friendship playbook.

06

Asking for Help

Practice what to say, who to tell, and what to do when the first adult does not help.

Practice evidence: Help-seeking role-play.

07

Healthy Routines

Connect sleep, food, movement, hygiene, and attendance to mood and choices.

Practice evidence: Build a strong-day schedule.

08

Media and Messages

Notice how videos, ads, games, and influencers try to shape wants and behavior.

Practice evidence: Message detective activity.

09

Substance Safety Basics

Use age-appropriate facts about medicines, unknown substances, nicotine products, and alcohol.

Practice evidence: Safe/unsafe sorting activity.

10

Small Wins Practice

Notice effort, self-control, kindness, repair, and follow-through as evidence of growth.

Practice evidence: Weekly small-wins board.

11

Problems Have Steps

Define the problem, name options, predict consequences, choose, and review.

Practice evidence: Five-step problem-solving ladder.

12

My Future Team

Name strengths, interests, future hopes, and people who can help.

Practice evidence: Future-team poster and celebration.

Recommended delivery pattern

Element	Recommended structure	Safeguard
Session length	30–60 minutes depending on age, setting, and activity.	Use movement breaks and visual supports.
Group size	Smaller groups support practice, supervision, and emotional safety.	Follow program ratio and youth-safety policy.
Caregiver connection	Brief take-home practice or caregiver message after each module.	Do not disclose protected youth information without authorization or safety basis.
Sports and recreation	Use drills, games, and teamwork to teach regulation, planning, boundaries, and persistence.	The athletic activity is the vehicle; the developmental lesson is the cargo.
Recognition	Celebrate observable effort, coping, honesty, repair, and follow-through.	Avoid comparison, public ranking, or reward systems that humiliate struggling children.

Meet-them-at-the-door sequence

WelcomeUse the child’s name, calm tone, and predictable greeting.

ObserveNotice appearance, affect, energy, injury, distress, and major changes without interrogation.

OrientExplain today’s schedule, choices, expectations, and who can help.

RegulateOffer food, water, movement, quiet space, sensory support, or a trusted adult as appropriate.

EngageGive the child a successful first task before asking for complex participation.

Youth Foundations implementation notes

BPTC-W-013Planning worksheet — not a record of service

Setting and schedule Staffing ratio and coverage Caregiver communication method Transportation, food, medication, bathroom, and pickup controls Behavior support and de-escalation process Youth-specific safety and mandated-reporting route

Youth Pathway · Ages 13–17

SEC-20

B.U.Y.-In Youth Academy

Adolescents need more than warnings. They need credible information, identity work, real rehearsal, room to challenge adults, and opportunities to practice leadership. The aim is to help young people buy into a future they can see, not merely comply with a rule they did not help understand.

B.U.Y.-In defined

B.U.Y. means Building Up Youth. B.U.Y.-In is the adolescent pathway that helps young people invest in their future through informed choice, practiced skill, trustworthy relationships, and visible progress. “Buy-in” means voluntary engagement and growing ownership—not coerced compliance, public pressure, or punishment for ambivalence.

Program thesis

Young people protect futures that feel real. The work connects today’s decisions to identity, reputation, relationships, freedom, education, athletics, creativity, work, and community contribution.

Twelve B.U.Y.-In modules

01

Identity Before Pressure

Clarify strengths, values, culture, goals, and the reputation built through repeated choices.

Practice evidence: Future-self letter.

02

Brain, Reward, and Risk

Understand reward, stress, habit loops, sleep, and why developing brains are sensitive to substances and pressure.

Practice evidence: Personal reward-loop map.

03

Peer Pressure and Refusal

Practice direct refusal, delay, exit, humor, ally use, and emergency escape strategies.

Practice evidence: Pressure-play scrimmage.

04

Emotional Regulation Under Load

Identify triggers, body cues, urges, and regulation tools before the decision window closes.

Practice evidence: Trigger-to-tool plan.

05

Relationships and Boundaries

Explore consent, digital boundaries, loyalty, manipulation, repair, and safe distance.

Practice evidence: Relationship boundary map.

06

Stress, Trauma, and Coping

Distinguish coping from escape and build a layered plan for difficult moments.

Practice evidence: Coping depth chart.

07

Alcohol, Nicotine, Cannabis, and Other Drugs

Review credible facts, impairment, contamination risk, legal and school consequences, and help pathways.

Practice evidence: Myth-to-fact lab.

08

Medication and Overdose Safety

Use medicines only as directed, never share, avoid unknown pills, and get help immediately when overdose is suspected.

Practice evidence: Safety scenario stations.

09

Marketing, Music, and Social Media

Analyze how identity, status, masculinity, beauty, rebellion, and belonging are used to sell risk.

Practice evidence: Create a counter-message.

10

Helping a Friend Without Becoming the Whole Rescue Team

Use care, facts, boundaries, adult help, and emergency action.

Practice evidence: Six-step conversation role-play.

11

Leadership and Contribution

Use lived experience, sports, arts, service, and mentoring to shape community norms.

Practice evidence: Youth-led microproject.

12

Personal Game Plan

Create a written plan for risks, supports, goals, routines, and next steps.

Practice evidence: B.U.Y.-In Game Plan presentation.

Adolescent engagement standards

Explain the real reason behind limits and policies.Use current scenarios without manufacturing fear or trying to sound young.Invite youth to identify the pressures adults overlook.Teach refusal as a flexible skill: direct refusal, delay, exit, humor, ally use, transportation plan, and emergency call.Address digital influence, image, dating, consent, driving, school discipline, employment, and legal exposure.Use youth leadership, service, sports, media, and project work as prevention vehicles.Protect private reflection while explaining the limits of confidentiality.Do not place youth in the role of counselor, investigator, or rescuer for peers.Use restorative repair when safe; do not confuse accountability with public humiliation.

Youth project options

Community Signal Map

Youth document where safety, pressure, belonging, transportation, recreation, and help are visible or absent.

Pressure-Play Film Lab

Youth write and record short scenarios showing multiple refusal, exit, and support strategies.

Future Receipt Portfolio

Participants collect evidence of choices aligned with school, sport, work, family, creativity, or service goals.

Youth Advisory Table

Youth review program accessibility, language, activities, safety, and community recommendations with defined decision rights.

B.U.Y.-In implementation notes

BPTC-W-014Planning worksheet — not a record of service

Youth recruitment and eligibility Youth voice and decision rights Caregiver participation structure School, sport, workforce, and community partnerships Digital safety and communication controls Transition or referral process when need exceeds the program

Emerging Adult Pathway · Ages 18–24

SEC-21

Reach One Emerging Adult Bridge

The early adult years carry adult consequences before every adult capacity is fully built. The pathway addresses work, school, relationships, housing, legal exposure, money, health, and independent help-seeking while respecting the participant’s legal autonomy.

Separation standard

Emerging adults may share some community events with older adults when appropriate, but they are not commingled with minor treatment groups. Records, consent, curriculum, supervision, and safety planning follow adult requirements.

Eight Emerging Adult Bridge modules

01

Transition Stress and Identity

Map the shift from adolescence to adult responsibility without pretending the bridge is already finished.

Practice artifact: Now / Next / Later Transition Map identifying one role being released, one role being learned, and one support needed.

02

Work, School, and Schedule Stability

Build a weekly operating rhythm that protects sleep, treatment, work, transportation, and appointments.

Practice artifact: Seven-Day Operating Board showing sleep, meals, work or school, treatment, transportation, movement, appointments, and recovery support.

03

Substance Risk and Adult Environments

Plan for parties, workplaces, dating, driving, roommates, and legal exposure.

Practice artifact: Adult Risk Scene Plan for parties, dating, driving, roommates, work events, and an exit or sober-support response.

04

Money, Housing, and Survival Decisions

Address the pressure that makes short-term escape feel rational.

Practice artifact: Thirty-Day Stability Budget with essential expenses, current income, housing contingency, document needs, and one completed financial or housing action.

05

Relationships, Consent, and Boundaries

Practice adult communication, mutuality, repair, and safe separation.

Practice artifact: Consent and Boundary Script Card with a clear yes, no, pause, repair, and safe-separation statement.

06

Health, Medication, and Care Navigation

Know how to seek primary, behavioral, sexual, and emergency healthcare.

Practice artifact: Care Navigation Wallet listing primary care, behavioral health, pharmacy, emergency contacts, insurance details, and the next scheduled health action.

07

Peer Network Audit

Identify who strengthens progress, who drains it, and what distance is required.

Practice artifact: Network Traffic-Light Audit identifying green, yellow, and red relationships and the specific distance or support plan for each.

08

Purpose and Contribution

Connect prevention to work, family, leadership, service, and long-term identity.

Practice artifact: Purpose Portfolio and 90-Day Contribution Project linking strengths, values, a practical role, milestones, and evidence of follow-through.

Bridge outputs

Output	Minimum evidence
Weekly operating schedule	Sleep, work/school, treatment, meals, transportation, movement, appointments, and recovery/community support
Adult support map	At least three people or systems with clear reasons and contact plans
Risk environment plan	Strategies for parties, dating, roommates, driving, social media, work, and high-risk peers
Stability pathway	Current housing, income, benefits, documents, transportation, medical, legal, and education/employment next steps
Completed handoff	Any identified service need is accepted, scheduled, confirmed, and tracked

Emerging-adult bridge plan

BPTC-W-015Planning worksheet — not a record of service

Current adult-role pressures Immediate stability barriers Most important 30-day goal Weekly routine to protect People and systems supporting the plan Referral or service handoff status

Adult Pathway

SEC-22

Reach One Adult Community Pathways

Adult programming recognizes that risky behavior often sits inside a web of stress, pain, habit, trauma, relationship patterns, medical needs, financial strain, isolation, grief, work demands, caregiving, and survival logic. The program addresses the behavior without pretending the behavior arrived alone.

Twelve adult pathway modules

01

Stress, Reward, and Habit

Understand what a behavior is doing emotionally, physically, relationally, and functionally.

Practice artifact: Habit Function Map tracing trigger → body or emotion → urge → behavior → short-term reward → long-term cost → replacement response.

02

Alcohol and Other Drug Risk

Review patterns, impairment, interaction risk, context, and reasons to seek assessment.

Practice artifact: Personal Substance and Interaction Risk Profile identifying pattern, quantity or context, medication interactions, impairment signals, and reasons to seek assessment.

03

Regulation Before Reaction

Practice grounding, urge surfing, delay, movement, connection, and environment change.

Practice artifact: Ten-Minute Regulation Ladder with a 30-second, 2-minute, and 10-minute response plus a person or place for escalation.

04

Boundaries and Accountability

Distinguish protection from punishment and responsibility from shame.

Practice artifact: Boundary and Repair Plan stating the limit, reason, response to violation, repair step, and review date.

05

Family Roles and Communication

Address secrecy, rescuing, conflict, inconsistent limits, and repair.

Practice artifact: Family Role Reset Map identifying who overfunctions, who withdraws, what responsibility returns to whom, and one repair conversation.

06

Sleep, Food, Movement, and Routine

Stabilize the biological hardware that supports better decisions.

Practice artifact: Seven-Day Hardware Reset tracking sleep window, hydration, meals, movement, medications, appointments, and one environmental adjustment.

07

Prescription and Medication Safety

Use as directed, store securely, avoid sharing, understand interactions, and dispose safely.

Practice artifact: Medication Safety Inventory covering prescriber, purpose, dose, storage, refill, interaction questions, disposal, and emergency concerns.

08

Connection and Recovery Capital

Build people, places, routines, services, and meaning that make change sustainable.

Practice artifact: Recovery Capital Wheel rating health, home, purpose, community, relationships, skills, and services, with one action in the two lowest domains.

09

Housing, Work, Legal, and Financial Stability

Treat practical barriers as part of prevention rather than as someone else’s paperwork.

Practice artifact: Thirty-Day Stability Sprint Board with one housing, work or education, legal, identification, transportation, and financial milestone, each with an owner and due date.

10

Difficult Conversations

Use observable facts, empathy, listening, specific requests, and bounded support.

Practice artifact: Completed Six-Step Conversation Script using I Care → I See → I Am Concerned → I Am Listening → I Want → I Will.

11

Early Help, Assessment, and Treatment

Know the difference between education, screening, assessment, treatment, recovery support, and crisis response.

Practice artifact: Help Pathway Map distinguishing education, screening, assessment, treatment, peer support, medical care, and crisis response, with one verified contact.

12

Contribution and Maintenance

Create a plan for service, leadership, relapse prevention, continued support, and community participation.

Practice artifact: Maintenance and Contribution Plan naming warning signs, routines, support contacts, service roles, repair plan, 30/60/90-day milestones, and review dates.

Adult application lanes

General Community Wellness

Stress, sleep, alcohol and medication safety, emotional regulation, relationships, and help-seeking.

Recovery and Peer Community

Recovery capital, relapse warning signs, mutual support, routine, identity, repair, and community participation.

Justice and Reentry

Triggers, supervision obligations, housing, employment, transportation, documents, stigma, family reconnection, and legal compliance.

Parents and Caregivers

Modeling, household norms, communication, boundaries, recognizing concern, and protecting children without secrecy or shame.

Workforce and Employers

Psychological safety, impairment policy, employee assistance, recovery-friendly practice, supervisor response, and confidentiality.

Older Adults

Medication interactions, grief, pain, isolation, cognition, falls, caregiving transitions, transportation, and age-responsive access.

Adult pathway adaptation

BPTC-W-016Planning worksheet — not a record of service

Adult population and setting Primary risks and protective factors Relevant life roles and responsibilities Access barriers and practical supports Clinical, peer, and community boundaries Outcome measures

Caregiver & Family Pathway

SEC-23

Connection, structure, and early action at home

Families do not need perfect speeches. They need a repeatable way to notice, ask, listen, set boundaries, respond to risk, and obtain help. Warmth without structure can become drift; structure without warmth can become fear. The model holds both.

Twelve caregiver and family modules

01

Connection Before Correction

Build enough relational safety that young people can tell the truth before the consequences arrive.

Practice artifact: Ten-Minute Connection Ritual defining when, where, how the caregiver listens, and what topics are not introduced during the ritual.

02

Clear Expectations

State specific rules, reasons, monitoring plans, and proportionate consequences.

Practice artifact: Household Agreement with three observable rules, reasons, monitoring method, proportional responses, and a repair pathway.

03

Modeling and Household Norms

Examine what adults communicate through their own use, jokes, storage, driving, and conflict behavior.

Practice artifact: Adult Modeling Audit covering alcohol or medication use, driving, storage, jokes, conflict, stress coping, and help-seeking behavior.

04

Know the World Around the Child

Understand peers, devices, online spaces, transportation, schedules, and unsupervised time.

Practice artifact: Child’s World Map of peers, devices, online spaces, transportation, school, activities, unsupervised time, and trusted adults.

05

Recognize Change Without Becoming a Detective Novel

Notice patterns in mood, sleep, attendance, money, secrecy, friends, performance, and health—then verify rather than assume.

Practice artifact: Fourteen-Day Pattern Log using dates, observable behavior, frequency, setting, impact, and what was verified—without conclusions about motive or diagnosis.

06

Have the Conversation

Use the six-step structure and motivational interviewing spirit.

Practice artifact: Six-Step Conversation Rehearsal with an opening, three open questions, two reflections, one boundary, and one follow-up commitment.

07

Help Without Enabling

Offer access, transportation, care, boundaries, and follow-up without hiding consequences or financing harm.

Practice artifact: Help-versus-Enabling Sorting Sheet distinguishing care, access, transportation, consequences, money, secrecy, rescue, and accountability.

08

Medication and Home Safety

Secure medicines, monitor use, dispose safely, and teach youth never to share or use unknown pills.

Practice artifact: Home Safety Walkthrough covering locked storage, inventory, disposal, unknown pills, naloxone, emergency contacts, and youth education.

09

Family Stress and Support

Address caregiver burnout, conflict, trauma, grief, and the needs of siblings.

Practice artifact: Family Load Map identifying caregiving, money, transportation, conflict, sleep, sibling needs, and one independent support for each adult or child affected.

10

Complete the Handoff

Do not stop at a phone number. Confirm acceptance, appointment, transportation, consent, and follow-up.

Practice artifact: Completed Handoff Family Checklist verifying acceptance, appointment, consent, transportation or technology, needed documents, and follow-up.

11

Respond to Relapse or Setback

Stabilize safety, avoid humiliation, reassess risk, and revise the plan.

Practice artifact: Setback Response Card with immediate safety steps, language to avoid, contacts, level-of-care review, boundary response, and next-day follow-up.

12

Sustain the Family System

Build routines, support networks, respite, treatment participation, and a long-term family plan.

Practice artifact: Family Maintenance Calendar with weekly connection, caregiver support, child check-in, treatment or recovery follow-up, respite, and monthly review.

Household protection practices

Family conversation plan

BPTC-W-017Practice worksheet — print-only / not a record of service

What have I observed without interpretation? What am I concerned could happen? What do I need to understand from the other person? What boundary or expectation must be clear? What support am I willing and able to provide? What action will I take if risk increases?

Adult Specialty Track

SEC-24

Older adults: quiet risks deserve visible care

Later-life substance and medication concerns can be hidden behind grief, chronic pain, sleep difficulty, retirement, isolation, caregiving change, cognitive decline, or medical complexity. The response must be respectful, age-responsive, and coordinated with medical care.

Key risk and support domains

Medication complexity

Review polypharmacy, duplicate prescriptions, interaction risk, sedating medications, storage, confusion, and changes in prescribers or pharmacies.

Alcohol sensitivity

Aging can change metabolism, balance, sleep, cognition, and interaction risk. Avoid one-size-fits-all assumptions and coordinate with qualified medical guidance.

Loss and isolation

Grief, shrinking social networks, retirement, disability, and caregiving transitions may increase reliance on substances or medications for relief.

Functional signals

Falls, missed appointments, confusion, poor nutrition, medication errors, driving concerns, financial changes, and withdrawal from routines deserve attention.

Dignity and autonomy

Speak directly to the adult, obtain consent, avoid infantilizing language, and distinguish support from control.

Coordinated response

Connect primary care, behavioral health, pharmacy, family or chosen supports, transportation, social services, and emergency response as authorized.

Older-adult concern review

BPTC-W-018Practice worksheet — print-only / not a record of service

Observable changes Medication and alcohol questions requiring medical review Consent and preferred support people Immediate safety concern and action Referral, appointment, and follow-up status Owner and next review date

Delivery 02

SEC-25

Substance and behavior topic guides

Topic education should be current, balanced, specific to the audience, and linked to behavior, safety, support, and referral. Avoid frozen statistics, sensational claims, or language that accidentally teaches novelty without teaching protection.

Core topic briefings

Alcohol

Teach impairment, developmental risk, interaction with medications and other substances, driving risk, family history, consent and judgment, and the difference between social normalization and actual safety. Use current public-health guidance rather than frozen numeric claims.

Nicotine, Vaping, and Tobacco

Address dependence, rapid reinforcement, device concealment, social media marketing, respiratory effects, withdrawal, and cessation support. Avoid treating vaping as harmless simply because smoke is less visible.

Cannabis

Discuss impairment, concentration, memory, anxiety or psychosis vulnerability, driving, potency, edible dosing uncertainty, school or workplace consequences, and the risk of using cannabis as the only coping tool.

Prescription and Over-the-Counter Medicines

Use only as directed; never share; secure storage; understand interactions; track refills; dispose safely; and treat unknown or counterfeit pills as potentially dangerous.

Opioids and Unknown Pills

Emphasize overdose risk, contamination, using naloxone where available, calling emergency services, avoiding use alone, and the need for qualified assessment and treatment when opioid use is present.

Stimulants and Other Drugs

Address cardiovascular and psychiatric risk, sleep deprivation, contamination, compulsive patterns, crash cycles, sexual and legal risk, and the need for medical or behavioral-health evaluation.

Polysubstance Use

Teach that combinations may increase impairment and medical danger in ways that are difficult to predict. Medication, alcohol, cannabis, opioids, sedatives, and stimulants can interact.

Behavioral and Digital Reinforcement

Apply the same prevention lens to gambling, compulsive gaming, pornography, social media, shopping, and other high-reward behaviors when they disrupt sleep, school, work, relationships, money, or health.

Every topic briefing should answer

What is it, and how is it commonly used or encountered?What effects, reinforcement patterns, and impairment risks matter?What developmental, medical, psychiatric, driving, consent, or interaction risks apply?What myths or local norms need correction?What early warning signs deserve attention?What practical protective steps can people take?When should someone seek medical, behavioral-health, poison-control, crisis, or emergency help?What local resources and completed handoff process are available?

Accuracy control

Drug trends, laws, products, potency, clinical guidance, and public-health recommendations change. Every public topic guide must carry a review date, source owner, and update trigger before release.

Applied Practice

SEC-26

The Small Wins Practice

People build identity from repeated evidence. The Small Wins Practice teaches participants and caregivers to notice disciplined acts that are easy to overlook: pausing, telling the truth, asking for help, completing a task, leaving a risky setting, repairing harm, or following through when immediate reward points elsewhere.

NoticeName the specific behavior without exaggeration.

ConnectLink the behavior to a capacity: regulation, courage, reliability, honesty, boundary, or care.

ReflectAsk what made the choice possible and what pressure was resisted.

RepeatIdentify the next situation where the same capacity can be used.

RecordCapture the small win as evidence of the person becoming more capable.

Examples

Younger youth

“You were angry and used your pause before speaking. That was regulation. Where could you use it again tomorrow?”

Teen

“You left the situation without needing to win the argument. That protected your goal and your freedom.”

Adult

“You reported the barrier before the deadline instead of disappearing. That is accountability, not perfection.”

Caregiver

“You lowered your voice and kept the boundary. You did not have to choose between connection and structure.”

Small Wins record

BPTC-W-019Practice worksheet — print-only / not a record of service

What happened? What difficult urge, pressure, or barrier was present? What capacity did the person use? What support or condition helped? Where can this be repeated? How will the effort be reinforced without creating comparison or shame?

Applied Practice

SEC-27

Difficult conversations without interrogation

The goal is not to win an argument. The goal is to increase honesty, safety, insight, willingness, and connection to the next useful action. The six-step conversation offers structure; motivational interviewing supplies the posture.

The six-step conversation

1

I care

Begin with the relationship and the person’s dignity. “I care about you, and I want to understand what is happening.”

2

I see

Describe observable behavior, time, frequency, and change. Avoid diagnosis, motive, exaggeration, and character judgment.

3

I am concerned

Name the possible risk or impact. Separate concern from certainty.

4

I am listening

Ask open questions, reflect, summarize, and make room for information that complicates your first interpretation.

5

I want

State the boundary, request, or next step clearly and proportionately.

6

I will

State what you will do: support, transport, schedule, consult, protect, report, or follow up. Do not promise what you do not control.

Motivational interviewing posture

Partnership

Work with the person rather than performing expertise at them.

Acceptance

Respect autonomy, dignity, perspective, and the person’s right to make choices within legal and safety boundaries.

Compassion

Keep the person’s welfare—not the helper’s ego—at the center.

Evocation

Draw out the person’s own reasons, values, concerns, confidence, and next steps.

Useful communication moves

Move	Example	Avoid
Open question	“What do you like about it, and what has become harder?”	“Why would you do something so stupid?”
Affirmation	“You told me even though you expected a difficult reaction.”	Praise that is vague, manipulative, or infantilizing.
Reflection	“Part of you sees a problem, and another part does not want to lose what it gives you.”	Repeating words mechanically or arguing with the answer.
Summary	“You want more control, you are worried about sleep and money, and you are not ready to call it an addiction.”	Using a summary as a disguised lecture.
Permission	“Would it be okay if I shared one concern about mixing those medications?”	Dumping information without checking readiness.
Next-step question	“What is one step you are willing to take before Friday?”	Demanding a complete life overhaul in one conversation.

Conversation planner

BPTC-W-020Practice worksheet — print-only / not a record of service

I care — relationship statement I see — observable facts I am concerned — possible impact or risk I am listening — open questions I want — boundary or requested next step I will — support and follow-through

Response 01

SEC-28

Early identification without amateur diagnosis

Teachers, coaches, peers, caregivers, supervisors, outreach workers, and community leaders may notice change before a clinician does. Their role is to observe, document within policy, hold a respectful conversation, consult, and connect—not to diagnose, investigate beyond authority, or promise an outcome.

Observable warning domains

Functioning

Attendance decline, missed work or school, falling performance, abandoned responsibilities, poor self-care, or repeated inability to complete ordinary tasks.

Behavior

Sudden secrecy, risky driving, repeated intoxication, theft, escalating conflict, unusual spending, unsafe sexual behavior, or abrupt peer changes.

Physical

Changes in sleep, appetite, coordination, speech, appearance, injuries, withdrawal symptoms, overdose signs, medication confusion, or unexplained illness.

Emotional

Marked anxiety, depression, irritability, hopelessness, agitation, emotional numbness, panic, grief, or rapid shifts from baseline.

Cognitive

Confusion, memory problems, paranoia, disorganization, impaired judgment, concentration decline, or unusual beliefs.

Relational

Isolation, coercive relationships, violence, exploitation, repeated rupture, loss of supports, or conflict that places safety or housing at risk.

Objective language standard

Avoid	Document instead
“Unmotivated”	“Participant declined the activity, stated it would not help, and left the room after five minutes.”
“Drug seeking”	“Participant requested an early refill twice this week and reported the medication was lost.”
“Manipulative”	“Participant gave different accounts of the transportation barrier to two staff members and requested an exception to the attendance rule.”
“Bad attitude”	“Participant raised their voice, used profanity, and declined redirection.”
“Relapsed” without evidence	“Participant reported using alcohol on Saturday after 21 days without use.”
“Fine”	“Participant denied current safety concerns, maintained eye contact, spoke coherently, and identified two supports.”

Response decision

ObserveWhat changed? When? How often? What was the impact?

Check safetyIs there urgent medical, overdose, suicide, violence, abuse, neglect, exploitation, or withdrawal risk?

ConsultUse the approved supervisor, clinician, nurse, medical, crisis, or mandated-reporting route.

ConverseUse care, facts, concern, listening, request, and support.

ConnectMake the appropriate referral or emergency response.

TrackConfirm acceptance, appointment, attendance or barrier, and next action.

Concern record

BPTC-F-017Participant record

Person / participant identifier Date and time observed or reported Observable behavior or exact statement Immediate safety screen and result Consultation completed Action taken Owner and follow-up timeframe Closure evidence

Response 02

SEC-29

The completed handoff standard

A referral is not complete because a form was faxed, a link was texted, or a participant was told to call someone. Service is complete when the next step has been accepted, scheduled, confirmed, and tracked—or when a documented barrier has been reassigned to an owner.

AcceptedThe receiving service confirms it can evaluate or serve the person.

ScheduledA date, time, location or link, contact person, and preparation requirements are known.

ConfirmedThe participant understands, consents where required, and has transportation, technology, documents, and reminders.

TrackedThe referring team knows whether the next step occurred, what barrier emerged, and who owns follow-up.

Handoff failure points

Failure point	What it sounds like	Required correction
Passive referral	“Here is a number. Call them.”	Assist with contact, consent, scheduling, and barrier planning.
Eligibility surprise	“They said I do not qualify.”	Verify population, payer, geography, documents, and exclusions before sending.
Transportation gap	“I had no way to get there.”	Assign transportation ownership before appointment confirmation.
Technology gap	“The link did not work.”	Test device, privacy, data, platform, and backup contact.
Documentation gap	“They still need the assessment or release.”	Track missing items with owner and deadline.
No follow-up	“We assumed they went.”	Set a specific follow-up date and closure status.
Closed-loop silence	“The partner cannot tell us anything.”	Use consent-compliant status exchange and minimum necessary information.

Completed handoff tracker

BPTC-F-018Participant record

Need requiring handoff Receiving organization and contact Consent / release status Acceptance status Appointment date, time, and method Transportation / technology / document plan Participant confirmation Follow-up owner and date Outcome / next barrier Closure date and evidence

Partner Job Aid · 15 Minutes

SEC-30

The completed-handoff standard

A referral is not a completed service. The standard is Notice → Accept → Schedule → Confirm → Track. The sending helper remains responsible until ownership is explicitly transferred or a documented alternate pathway is activated.

Notice

Accept

Schedule

Confirm

Track

Close or reroute

Failure statement	Why it fails	Required correction
“Here is a number. Call them.”	No acceptance, appointment, barrier plan, or accountability.	Assist with consent, live contact, eligibility, scheduling, transportation or technology, and follow-up.
“They were referred last week.”	A referral date does not prove that the next provider received or accepted the person.	Verify receipt and acceptance; document who owns the next action.
“They missed, so the case is closed.”	A missed appointment may signal transportation, fear, withdrawal, technology, competing survival needs, or an unsafe level of care.	Make the approved outreach, reassess barriers and safety, reschedule or reroute, and record closure evidence.
“We cannot share anything.”	Privacy is sometimes used as a blanket excuse rather than a governed workflow.	Use the minimum necessary information, valid authorization or lawful pathway, and approved communication process.

Partner simulation

One person plays the participant, one the sending helper, and one the receiving partner.
Practice explaining choice and consent, calling the next service, confirming eligibility and acceptance, scheduling, identifying barriers, and stating the follow-up date.
Repeat the simulation after the receiving partner declines. The sending helper must activate an alternate pathway rather than abandoning the process.

Evidence of competency

The trainee can complete the five stages, name the owner at every transition, explain privacy limits, identify a failed handoff, and reroute without blaming the participant.

Response 03

SEC-31

Life-safety response

Community settings must know their limits before an emergency. The goal is not to make every staff member a crisis clinician. The goal is to make sure no urgent concern is minimized, improvised, or left without an owner.

Immediate danger

Use 911 or the locally approved emergency pathway for imminent danger, suspected overdose, severe medical distress, violence, inability to maintain immediate safety, or other emergencies. Use 988 or the approved crisis pathway for behavioral-health crisis when emergency medical or law-enforcement response is not immediately required. Follow agency policy and local protocol.

Overdose response essentials

Recognize possible overdose or poisoning signs and call emergency services.Administer naloxone when opioid overdose is suspected and the responder is trained and authorized; follow current product instructions and dispatcher guidance because additional doses may be needed.Provide rescue breathing or CPR according to current training and dispatcher direction.Place the person in a safer recovery position when appropriate and monitor breathing.Do not leave the person alone and do not assume improvement means the emergency has ended.Secure the area without delaying care; avoid handling unknown substances unnecessarily.Document the event, actions, responders, transfer, notifications, and follow-up per policy.Offer post-event support, overdose-risk review, naloxone replacement, and a completed treatment or recovery handoff.

Suicide, violence, abuse, neglect, and exploitation

Ask directly within role

Do not use euphemism when a safety concern is present. Ask the approved direct questions and consult the qualified responder immediately.

Do not promise secrecy

Explain that privacy is respected but safety and reporting obligations may require action.

Do not investigate beyond authority

Record the exact statement, immediate condition, and action. Mandated reporting is not a private trial.

Do not send danger away alone

Maintain supervision and transfer responsibility according to the emergency or crisis plan.

Protect everyone affected

Consider youth, siblings, intimate partners, older adults, vulnerable adults, staff, and others exposed to the same environment.

Follow after the sirens

Emergency transfer is a beginning, not a completed recovery pathway. Track discharge, next appointment, safety plan, and practical barriers.

Site safety readiness check

BPTC-F-019Safety governance

Emergency address and location instructions Emergency, crisis, poison, reporting, and leadership contacts Who is trained in CPR, first aid, naloxone, crisis response, and mandated reporting? Where are emergency supplies and current expiration checks documented? How are minors, transportation, pickup, medications, and elopement managed? How is follow-up assigned after an incident?

Response 04

SEC-32

When one person is struggling, the whole system starts rearranging furniture

Substance use and untreated behavioral-health needs can reorganize family roles, communication, money, caregiving, trust, safety, and development. Family members may protect, conceal, confront, withdraw, rescue, overfunction, or become the identified problem. The response should reduce harm without blaming the family for the disorder.

Common family adaptations

Secrecy

People stop naming what everyone can see. Children learn to doubt their perception, and help arrives late.

Role reversal

Children or partners take on caregiving, emotional regulation, transportation, finances, or protection beyond their capacity.

Rescue cycles

Family members repeatedly absorb consequences to prevent immediate collapse, sometimes extending the pattern they are trying to stop.

Hypervigilance

People monitor tone, location, money, medication, phone calls, and mood because the environment no longer feels predictable.

Scapegoating

One person becomes “the problem,” allowing violence, trauma, conflict, or other system needs to remain unexamined.

Isolation

Shame, exhaustion, stigma, and fear of judgment reduce connection to extended family, school, work, and community.

Family-support priorities

Priority	What the program does	Evidence
Safety	Assess immediate risk, protect children and vulnerable people, and use crisis or reporting pathways.	Safety action, owner, follow-up
Accurate understanding	Teach substance use, mental health, trauma, treatment, recovery, and family adaptation without reducing the person to a label.	Education completed; questions addressed
Boundaries	Help family members distinguish support from control, rescue, retaliation, and unsafe availability.	Written boundary and response plan
Communication	Practice calm, factual, direct conversation and repair.	Role-play or communication plan
Independent support	Connect family members to counseling, peer or family recovery, respite, legal, financial, or other support for their own needs.	Completed handoff
Child development	Ensure children receive age-appropriate explanation, safety, stable caregiving, school support, and treatment when indicated.	Child-support plan
Recovery participation	Clarify how family can support treatment and recovery while respecting consent and autonomy.	Family participation agreement

Love is not measured by how much chaos a person can absorb. Sometimes love looks like warmth; sometimes it looks like a locked boundary and a completed call for help.

Response 05

SEC-33

The community’s role after treatment begins

Treatment may stabilize symptoms and build clinical capacity, but recovery must survive in real streets, homes, workplaces, schools, buses, kitchens, courts, relationships, and Friday nights. Community supports help the work travel.

Community support domains

Belonging without surveillance

Welcome people into ordinary community life without turning every interaction into a test of recovery.

Practical stability

Support transportation, documents, food, housing, employment, child care, technology, and medical access—the “hardware” that allows cognitive and emotional work to hold.

Peer connection

Use lived experience within peer scope to build hope, recovery identity, navigation, mutuality, and recovery capital.

Healthy structure

Create predictable schedules, roles, expectations, recreation, service, and contribution without making support punitive.

Repair and reentry

Help people rebuild trust, address harm, restore roles, meet legal obligations, and reenter school, work, family, and community.

Choice and neutrality

Protect client choice. Housing, work, participation, donations, and community access must not be used as leverage for a preferred provider or enterprise.

Recovery capital map

BPTC-W-021Planning worksheet — not a record of service

Personal capital — strengths, coping, health, identity, knowledge Social capital — family, peers, mentors, recovery and community supports Community capital — housing, transportation, safety, services, recreation, culture Economic capital — income, work, benefits, education, credentials, money skills Cultural and meaning capital — values, traditions, purpose, creativity, contribution Next capital-building action, owner, and date

Measurement 01

SEC-34

Evaluation from question to decision

Evaluation should be designed before launch. Otherwise the program reaches the fourth quarter and discovers the scoreboard was never plugged in.

QuestionWhat do we need to know, for whom, and what decision will it inform?

MeasureWhat valid, feasible indicator can answer the question?

CollectWho collects it, when, through which tool, and under what privacy rule?

InterpretWhat changed, for whom, compared with what, and what else could explain it?

ActWhat will continue, stop, expand, repair, or be studied further?

ReportHow will participants, partners, leaders, and funders receive an honest account?

Four evaluation questions

Question type	Core question	Examples
Need	What is happening, to whom, where, when, and why might it matter?	Risk/protective factors, service gaps, resident experience, readiness
Process	Was the model delivered as intended, to the intended people, at sufficient dosage and quality?	Reach, attendance, session completion, fidelity, staff competency
Outcome	What changed in knowledge, skill, support, behavior, access, functioning, or conditions?	Pre/post change, handoff completion, retention, school/work engagement
Equity	Who benefited, who was missed, and who carried unintended burden?	Participation by population, accessibility, dropout, wait time, language, transportation

Evidence hierarchy

Participation evidence

Who was reached, how often, for how long, and with which completion pattern?

Learning evidence

What knowledge, skill, confidence, or intention changed?

Behavior evidence

What did participants do differently in real settings?

Access evidence

Were referrals accepted, scheduled, confirmed, attended, and continued?

Condition evidence

Did policy, schedule, supervision, transportation, availability, safety, or opportunity change?

Outcome evidence

Did functioning, safety, retention, housing, school, work, recovery, or health improve?

Evaluation design

BPTC-W-022Planning worksheet — not a record of service

Primary evaluation question Decision this question will inform Population and comparison point Indicator(s) and target(s) Data source, collection schedule, and owner Privacy, consent, and minimum-necessary protections Analysis and interpretation plan How findings will be shared back with participants

Measurement 02

SEC-35

The Reach One community dashboard

No single metric is the truth. A strong dashboard holds reach, quality, protective factors, behavior, access, equity, safety, workforce, and sustainability in one operating picture.

Domain	Example measures	Cadence
Reach	Participants engaged, population representation, repeat participation, partner reach	Monthly
Dose	Sessions offered, sessions completed, attendance, curriculum completion	Weekly / Monthly
Knowledge	Change in accurate knowledge and risk perception	Pre / Post
Skills	Observed or self-rated regulation, refusal, communication, and help-seeking	Pre / Post / Follow-up
Protective Assets	Number and strength of identified supports, routines, roles, and resources	Intake / 90 days
Family Capacity	Communication, monitoring, boundaries, shared routines, referral follow-through	Monthly / Quarterly
Completed Handoffs	Accepted, scheduled, confirmed, attended, and tracked referrals	Weekly
Safety	Escalations, incidents, overdose response, mandated reporting, unresolved risk	Immediate / Monthly
Engagement	Retention, no-show pattern, first-week dropout, return after absence	Weekly
School / Work	Attendance, connection, goal progress, training or employment milestones where available	Monthly / Quarterly
Community Conditions	New safe activities, policy changes, partner capacity, resource gaps corrected	Quarterly
Experience & Dignity	Participant and caregiver reports of respect, usefulness, access, and cultural credibility	After session / Quarterly

Interpretation guardrails

Do not equate attendance with outcome.Do not present small-sample percentages without the actual number of participants.Do not hide unfavorable results or redefine targets after the fact.Separate program contribution from claims of sole causation.Review missing data as a finding, not merely an inconvenience.Disaggregate enough to detect inequity while protecting privacy.Pair quantitative results with participant experience and implementation context.Document the decision or corrective action that followed dashboard review.

Monthly dashboard narrative

BPTC-W-023Planning worksheet — not a record of service

What improved this month? What worsened or failed to move? Which population was missed or disengaged? What implementation barrier explains part of the pattern? What decision was made? Owner, due date, and evidence of correction

Measurement 03

SEC-36

Fidelity without rigidity; adaptation without drift

Fidelity protects the mechanisms that make the model useful. Adaptation allows the program to fit age, culture, language, setting, and lived reality. Drift occurs when the program changes accidentally, silently, or for convenience without reviewing the impact.

Core components that should remain stable

Plan–Do–Study–Act

PlanDefine the problem, theory, change, target, owner, measure, and prediction.

DoTest at a controlled scale and document what actually occurred.

StudyCompare result with prediction; examine variation, voice, equity, and unintended effect.

ActAdopt, adapt, abandon, or test again—then record the decision.

CQI project charter

BPTC-F-022Quality

Problem statement and baseline Change idea and rationale Population and controlled test scope Prediction Process, outcome, and balancing measures Test owner and dates Result and interpretation Decision: adopt, adapt, abandon, or retest

Implementation 01

SEC-37

The controlled 90-day activation plan

The first 90 days are a governed pilot. The program should begin with a bounded population, a realistic schedule, a trained team, verified referral pathways, and weekly review. Growth follows demonstrated readiness, not appetite alone.

Days 1–30: Listen, define, and control

Governance

Approve program owner, executive sponsor, clinical advisor, population, setting, authority, safety boundary, and document control.

Assessment

Complete readiness review, local data scan, resident and participant listening, asset map, referral verification, and equity review.

Design

Select one population pathway, define dosage and schedule, choose initial modules, and build the six-strategy portfolio.

Safety

Confirm emergency, crisis, mandated-reporting, medication, transportation, youth, privacy, and incident workflows.

Days 31–60: Train, rehearse, and test

Workforce

Complete orientation, role-specific training, observation, simulation, documentation practice, and readiness sign-off.

Tools

Release controlled attendance, session, concern, handoff, action-plan, participant, evaluation, incident, and dashboard tools.

Partnerships

Obtain written partner commitments, confirm contacts and capacity, and test at least one referral pathway end to end.

Dry run

Rehearse arrival, session delivery, difficult disclosure, behavioral escalation, emergency response, caregiver communication, and checkout.

Days 61–90: Launch, observe, and correct

Controlled cohort

Begin with a manageable number and protect staff-to-participant ratios, schedule fidelity, and supervision.

Weekly governance

Review attendance, participant voice, safety, disclosures, referrals, fidelity, staffing, and barriers every week.

Rapid correction

Assign corrective action with owner, due date, evidence, and effectiveness review. Do not let a temporary workaround become the program.

Day-90 gate

Decide whether to continue, redesign, expand, pause, or close based on evidence, not enthusiasm.

90-day activation tracker

BPTC-W-024Planning worksheet — not a record of service

Approved pilot population and capacity Program owner and executive sponsor Launch setting, days, and hours Required staff and coverage Readiness conditions not yet met Go-live date and stop/go authority Weekly review cadence Day-90 continuation criteria

Implementation 02

SEC-38

Annual rhythm: the work needs a calendar, not a memory

A durable model repeats the essential work at the right cadence. Daily and weekly activity protects implementation; monthly and quarterly review detects patterns; annual stewardship renews the architecture.

Cadence	Required review	Output
Each session	Safety, attendance, skill practice, participant response, concern, and next step	Session record and follow-up assignment
Weekly	Schedule, participation, referrals, incidents, family communication, staffing, and open barriers	Weekly action tracker
Monthly	Dashboard, fidelity sample, partner capacity, workforce, participant voice, and equity	Monthly performance narrative and correction plan
Quarterly	Readiness, curriculum fit, strategy balance, referral network, budget, risk register, and outcome trend	Quarterly governance report
Annually	Community need, population scope, policy, curriculum, workforce, data system, partnerships, sustainability, and public claims	Annual plan, controlled revisions, and next-year priorities
Triggered	Incident, law or policy change, new drug trend, staffing change, site change, payer change, complaint, audit, or significant data shift	Immediate review and controlled change notice

Annual priority planner

BPTC-W-025Planning worksheet — not a record of service

Priority 1 — outcome, owner, target, due date Priority 2 — outcome, owner, target, due date Priority 3 — outcome, owner, target, due date Required policy and curriculum reviews Workforce and partnership development Budget and sustainability needs

Implementation 03

SEC-39

Staff cannot be held to a model they were never taught to carry

Orientation is exposure; competency is demonstrated performance. The workforce pathway moves staff from understanding to simulation, observation, guided practice, reverse shadowing, independent assignment, and ongoing fidelity review.

Competency ladder

1. OrientationUnderstands mission, population, scope, safety, roles, model, and tools.

2. SimulationPractices welcome, facilitation, difficult conversation, disclosure, referral, and documentation scenarios.

3. ObservationWatches qualified staff and records model components, not merely impressions.

4. Guided co-practiceCompletes bounded tasks with real-time support.

5. Reverse shadowingLeads while a qualified observer evaluates performance and safety.

6. Readiness decisionReceives documented approval, conditions, remediation, or restriction.

7. Ongoing developmentUses supervision, fidelity review, participant feedback, and annual competency renewal.

Core competency domains

Model knowledge

Can explain the continuum, six strategies, risk/protection, resilience, population pathways, and completed handoff.

Role clarity

Knows what the role owns, what it may not do, what requires consultation, and how to escalate.

Facilitation

Creates safety, teaches clearly, engages without coercion, manages group process, and protects developmental fit.

Communication

Uses objective language, open questions, reflection, boundaries, repair, and culturally responsive interaction.

Safety and ethics

Recognizes urgent risk, follows emergency and reporting policy, protects privacy, and documents action.

Implementation discipline

Uses the correct tools, meets deadlines, tracks handoffs, participates in supervision, and corrects drift.

Staff readiness record

BPTC-F-020Workforce record

Staff member and role Required pathway / modules Simulation completed and result Observation and guided practice evidence Reverse-shadowing result Readiness status Conditions or remediation plan Supervisor approval and review date

Implementation 04

SEC-40

Dignity is not softness. Boundaries are not punishment.

Ethical community work protects autonomy, privacy, culture, safety, consent, access, role clarity, and the right to be treated as more than a problem. Accountability should strengthen capacity and trust—not manufacture shame.

Nonnegotiable guardrails

Decision test

LegalIs it permitted by law, rule, policy, consent, and scope?

SafeCould it increase physical, emotional, relational, financial, or community harm?

DignifiedWould we consider the process respectful if roles were reversed?

NecessaryIs the information, restriction, disclosure, or action needed for the stated purpose?

EquitableWho is burdened, excluded, watched, or disbelieved more than others?

DefensibleCan the decision, authority, evidence, and follow-up withstand review?

Ethical decision record

BPTC-F-021Ethics / consultation

Decision or dilemma Stakeholders and competing obligations Applicable policy, scope, consent, or legal requirement Options and foreseeable harms Consultation completed Decision, owner, follow-up, and review date

Implementation 05

SEC-41

Public communication: tell the truth without shrinking the vision

Community trust is built when language is clear about what the program does, who it serves, what is active, what is planned, what evidence exists, and where clinical or emergency care belongs. Hope does not require exaggeration.

Claim discipline

Claim area	Acceptable framing	Avoid
Program status	Active, pilot, planned, under development, paused, or available by referral.	Presenting a future service as currently operating.
Clinical scope	Education, prevention, peer support, treatment, or navigation named accurately by service and credential.	Implying community programming is therapy or medical care.
Outcomes	“Participants reported…” or “X of Y completed…” with timeframe and limitations.	Guaranteed transformation, cure, or unsupported causal claims.
Partnership	Partner role and written commitment described precisely.	Using another organization’s name as implied endorsement.
Accreditation	Exact organization, program scope, term, and current status.	Extending accreditation to unrelated programs or entities.
Images and stories	Authorized, dignified, contextually accurate representation.	Poverty spectacle, staged crisis, or identifying participant content without permission.

Public-material review

BPTC-W-026Planning worksheet — not a record of service

Audience and intended action Program status and scope stated Evidence supporting claims Consent and image/story authorization Accessibility and language review Reviewer, approval date, and next review trigger

Implementation 06

SEC-42

Sustainability is the ability to keep the promise

A program is not sustainable merely because it has a grant. Sustainability is the alignment of community value, leadership, workforce, financing, partnerships, data, infrastructure, and the discipline to stop activities that consume more than they contribute.

Six sustainability domains

Mission sustainability

The activity remains connected to a defined community need and does not become a vehicle for unrelated organizational appetite.

Workforce sustainability

Roles are realistic, supervision is funded, lived experience is compensated, and burnout is treated as a system signal.

Financial sustainability

Budgets distinguish fixed and variable cost, restricted and unrestricted funds, billable and non-billable work, and launch versus steady-state assumptions.

Partnership sustainability

Commitments survive staff turnover because agreements, contacts, expectations, and review dates are documented.

Data sustainability

Measures are useful enough to drive decisions and feasible enough to collect without exhausting the program.

Community sustainability

Residents, youth, families, and peers gain leadership and ownership rather than remaining a permanent audience for professional activity.

Stop–continue–expand test

Decision	Evidence threshold
Stop	Safety cannot be protected; scope is unclear; participation is coerced; cost is indefensible; or the activity repeatedly fails without a plausible correction.
Pause and redesign	The need remains valid, but staffing, access, curriculum, partnership, data, or workflow is not ready.
Continue	The model is safe, feasible, accepted, and producing credible near-term value while identified improvements are manageable.
Expand	Fidelity, workforce, referral capacity, data quality, finances, and outcomes demonstrate that scale will not outrun readiness.

Sustainability review

BPTC-W-027Planning worksheet — not a record of service

Community value and evidence True annual cost and funding sources Workforce and supervision capacity Partner dependencies and risks Data and outcome readiness Decision and conditions

Controlled Form BPTC-F-001

SEC-43

Site and program readiness review

BPTC-F-001Program governance

Complete before launch and whenever population, site, schedule, staffing, leadership, or scope changes.

A. Identity and authority

Organization / site Program / pathway Executive sponsor Program owner Clinical / safety advisor Target go-live date

B. Readiness gate

C. Decision

Readiness status Conditions / open risks Required corrective actions, owners, and dates Approver(s), date, and next gate review

Controlled Form BPTC-F-002

SEC-44

Community inventory and gap analysis

BPTC-F-002Program governance

Use with data review, interviews, focus groups, youth voice, caregiver voice, and environmental observation. Do not complete this form entirely from a conference room.

Geographic area / population Primary concern stated behaviorally Available quantitative data and limitations Resident, youth, family, and lived-experience themes Trusted people, places, and communication channels Current programs, hours, capacity, and access Risk conditions Protective conditions Service, transportation, technology, language, and financial gaps Populations most likely to be missed Three immediate opportunities Unknowns requiring additional inquiry

Controlled Form BPTC-F-003

SEC-45

Listening session and focus-group guide

BPTC-F-003Community input — no names

Audience / group Date, location, and facilitator Consent / assent / confidentiality explanation Participation count and relevant representation

Opening script

“We are here to understand what helps people stay safe, healthy, connected, and moving forward—and what makes that harder. There are no required personal disclosures. You may pass on any question. We will summarize themes, not attach names, except when safety or reporting obligations require action. Please speak from your experience and make room for experiences different from your own.”

Discussion guide

1. What are people doing well that deserves more support? 2. What pressures or risks are most visible? 3. What pressures are easy for adults, leaders, or providers to miss? 4. Where do people go for help, and what happens after they ask? 5. What activities, supports, or changes would people actually use? 6. What would make the program feel unsafe, embarrassing, irrelevant, or inaccessible? 7. Who needs to be involved for the work to be trusted? 8. What should we be able to show has changed in one year?

Theme synthesis

Strongest repeated themes Important differences or minority perspectives Safety concerns and actions taken Recommendations requiring decision How findings will be returned to participants Owner and date for next action

Controlled Form BPTC-F-004

SEC-46

Participant protective-capacity plan

BPTC-F-004Participant record

This community-facing plan supports learning and navigation. It is not a substitute for an individualized clinical treatment plan or safety plan when those are indicated.

Name / identifier Date One future or role worth protecting Strengths I already use Pressure, trigger, or situation I want to handle differently Body or emotion signals I notice Three tools I can use before reacting Boundary, refusal, or exit statement People I can contact and what each can help with Safe places and activities One practical barrier to solve Next action, owner, and date When I need urgent help Review date and what progress will look like

Controlled Form BPTC-F-005

SEC-47

Brief participant pre/post evaluation

BPTC-F-005Participant evaluation

Use the same version before and after the defined program period. Adapt reading level and response method by population. Do not claim clinical improvement from this brief tool.

Participant identifier Administration point Date Pathway

Rate each statement: 1 = not yet true, 5 = consistently true

Statement	1	2	3	4	5
I know at least one person I can contact when I need help.
I notice signals in my body or emotions before I react.
I can name at least two healthy ways to handle pressure.
I can say no, leave, delay, or ask for support in a risky situation.
I understand when a concern requires professional or emergency help.
I have a goal, role, relationship, or future I want to protect.
I feel that people in this program treat me with dignity.
I know what my next step is.

One useful thing I learned or practiced One thing that should change about the program Support or follow-up I need

Controlled Form BPTC-F-006

SEC-48

Community prevention meeting, decision, and action record

BPTC-F-006Governance

Meeting / group Date, time, and location Facilitator and recorder Participants / representation Purpose and decisions required Data, participant voice, or evidence reviewed Risks, incidents, or unresolved concerns Decisions made and authority

Action tracker

Action 1 — task / owner / due / evidence / status Action 2 — task / owner / due / evidence / status Action 3 — task / owner / due / evidence / status Action 4 — task / owner / due / evidence / status Action 5 — task / owner / due / evidence / status Next meeting and pre-work

Controlled Form BPTC-F-007

SEC-49

Session and program fidelity review

BPTC-F-007Quality

Program / session observed Date, observer, facilitator Population and participant count Curriculum / version

Observed strengths Fidelity gaps or adaptations Participant response and equity observations Corrective coaching or system change required Owner, due date, and effectiveness review Overall status

Controlled Form BPTC-F-008

SEC-50

Local resource and response directory

BPTC-F-008Resource control

Replace placeholders with verified local information before release. Review at least quarterly and immediately after a failed handoff, service closure, policy change, or contact change.

Emergency services / local instructions Behavioral-health crisis Poison / overdose / naloxone Child protection / mandated reporting Adult protection Domestic violence / sexual violence / trafficking Youth behavioral-health assessment and treatment Adult behavioral-health assessment and treatment Detoxification / withdrawal management / medical Peer and recovery supports Family supports Housing, food, transportation, benefits, legal, and employment Last verified date, verifier, and next review date Known capacity or access limitations

Controlled Form BPTC-F-009

SEC-51

Placement and step decision record

BPTC-F-009Participant / clinical decision

Participant identifier / legal age / statusDecision date, time, and decision ownerPresenting need, observable evidence, and safety screenCurrent response lane / pathwayAge, consent, assent, custody, and setting controls verifiedPlacement or transition decision and rationaleStep-up, maintain, or step-down triggers reviewedConsultation and approvalCompleted handoff status and barriersReview date, owner, and evidence required

Controlled Form BPTC-F-010

SEC-52

Strategy map and annual activity plan

BPTC-F-010Program governance

Need / population	Strategy	Activity	Owner	Timeline	Output / evidence	Outcome measure

Annual review cadence and decision forumEquity, language, accessibility, and rural or transportation controls

Controlled Form BPTC-F-011

SEC-53

Logic model worksheet

BPTC-F-011Program planning

Community need and evidencePriority population and contextInputs and capacityCore activities and strategy categoryImmediate outputsShort-term outcomesIntermediate outcomesLong-term community conditionAssumptionsExternal factors and risksData source, owner, cadence, thresholdDecision if the chain does not hold

Controlled Form BPTC-F-012

SEC-54

Partnership memorandum of understanding template

BPTC-F-012Draft legal / governance tool

Parties and legal entitiesShared purpose and populationEach party’s responsibilities, staffing, space, and resourcesReferral, acceptance, scheduling, and completed-handoff workflowConsent, privacy, record ownership, and information sharingSafety, emergency, incident, mandated-reporting, and escalation rolesFunding, invoicing, in-kind support, insurance, and liabilityMeasures, reports, review cadence, and corrective actionTerm, renewal, amendment, termination, and records retentionAuthorized signatories and legal review status

Controlled Form BPTC-F-013

SEC-55

Workforce training matrix

BPTC-F-013Role-level workforce governance

Role	Required modules	Simulation	Observed practice	Supervisor / cadence	Renewal trigger	Evidence repository

Controlled Form BPTC-F-014

SEC-56

Succession and continuity plan

BPTC-F-014Governance

Critical function / decision rightPrimary role and qualified backup roleKnowledge, access, credentials, and documents requiredCross-training and readiness evidenceActivation trigger and interim authorityCommunication, partner, payer, and safety continuityRecord, password, vendor, and physical-access continuityTest date, result, gap, owner, and next review

Controlled Form BPTC-F-015

SEC-57

Program risk register

BPTC-F-015Program risk / quality

Risk	Domain	Severity	Likelihood	Early signal	Mitigation / owner / due	Evidence / status

Controlled Form BPTC-F-016

SEC-58

Program budget and sustainability template

BPTC-F-016Finance / planning

Cost / revenue item	Category	Frequency	Unit assumption	Annual amount	Funding source / restriction	Owner / evidence

Calculated annual total$0.00Cash-flow, reserve, and break-even narrativeCosts excluded from current estimateStop, continue, or expand threshold

Controlled Form BPTC-F-023

SEC-59

Life-safety incident and escalation record

BPTC-F-023Restricted incident / safety record

Person / participant identifier and locationDate, time, reporter, role, and contactExact observable condition, event, or statementImmediate safety screen and emergency servicesNaloxone, first aid, CPR, crisis, medical, law-enforcement, or mandated-report actionNotifications, consultation, and chain of commandTransfer / disposition / receiving partyFamily / guardian / authorized representative notificationPost-event support and completed handoffSupervisor review, root-cause question, CAPA, and follow-upRequired external report and deadlineClosure evidence, date, and reviewer

Controlled Form BPTC-F-024

SEC-60

Escalation protocol builder

BPTC-F-024Site supplement

Trigger	Immediate action	Primary role	Backup / after hours	Contact route	Documentation repository	Required follow-up

Protocol test / drill date and resultGap, corrective action, owner, and retest date

Controlled Form BPTC-F-025

SEC-61

Program consent and youth assent template

BPTC-F-025Restricted legal / participant record

Program identity, purpose, activities, schedule, and voluntary statusPotential benefits, foreseeable discomforts, alternatives, and right to passPrivacy, confidentiality limits, mandated reporting, and emergency actionRecords, evaluation data, photos, media, transportation, and separate permissionsAccessibility, interpreter, language, disability, and accommodation needsQuestions, complaints, withdrawal, copy offered, and contactAdult / guardian authorization, authority, signature, date, and timeYouth assent language, youth choice, signature, date, and time

Controlled Form BPTC-F-026

SEC-62

Information-sharing authorization / ROI worksheet

BPTC-F-026Restricted legal / privacy record

Person / authorized representative and authorityOrganizations or persons authorized to disclose and receiveSpecific information / records coveredPurpose and permitted status exchangeInformation excluded or specially protectedExpiration event / date and revocation methodRedisclosure notice and applicable limitationsLanguage access, questions, copy offered / provided

Controlled Form BPTC-F-027

SEC-63

Language access and translation control record

BPTC-F-027Accessibility / quality

Target language(s), population, and communication formatVital document / content / versionQualified interpreter or translator and qualificationsTranslation method and independent review / back-translationPlain-language and cultural reviewApproval, effective date, storage, and retirement of old versionInterpreter-access workflow and backupReview cycle, complaints, errors, and corrective action

Plain-Language Field Tool · Two Pages

QC-01

Facilitator quick card

Before the session

Know the purpose, population, activity, safety plan, and what evidence the session must produce.
Check the room, exits, privacy, accessibility, interpreter needs, transportation, technology, and emergency contacts.
Use the current approved curriculum. Do not replace a planned skill with an unstructured conversation because the room is lively.

During the session

Welcome: explain what will happen, the right to pass, confidentiality limits, and how to ask for help.
Teach one idea: use plain language, an example, and a check for understanding.
Practice: every session needs a role-play, map, card, plan, rehearsal, or other visible skill product.
Process: ask what worked, what was hard, what the skill protects, and where it will be used.
Commit: each person names one realistic next step and one support.

When concern appears

Describe what you saw or heard. Do not guess motive or diagnosis.
Ask calmly and directly. Listen before correcting.
Check immediate safety within your role. Do not promise secrecy.
Use the approved escalation pathway. Do not improvise beyond scope.
Complete the handoff: accepted, scheduled, confirmed, and tracked.

After the session

Record attendance, activity, practice evidence, adaptations, safety actions, and assigned follow-up.
Put person-level content in the authorized system—not in this browser.
Report barriers early. A plan without an owner and date is a wish wearing a tie.

Plain-Language Family Tool · One Page

QC-02

Family quick card: notice, ask, listen, act, follow up

English

Notice: Write the behavior, date, frequency, setting, and impact. Do not guess motive or diagnosis.
Ask: “I care about you. I noticed ____. What is happening from your point of view?”
Listen: Stay calm. Reflect what you heard. Ask about safety directly when concerned.
Act: Use the agreed boundary, contact a qualified helper, or follow the emergency plan.
Follow up: A referral is not complete until accepted, scheduled, confirmed, and tracked.

Emergency: Call 911 or use the local emergency plan for immediate danger or suspected overdose. Use 988 or the approved crisis pathway when appropriate.

Español

Observe: Escriba la conducta, fecha, frecuencia, lugar e impacto. No adivine el motivo ni el diagnóstico.
Pregunte: “Me importas. Noté ____. ¿Qué está pasando desde tu punto de vista?”
Escuche: Mantenga la calma. Repita lo que entendió. Pregunte directamente sobre la seguridad cuando exista preocupación.
Actúe: Use el límite acordado, contacte a una persona calificada o siga el plan de emergencia.
Dé seguimiento: Una referencia no está completa hasta que sea aceptada, programada, confirmada y monitoreada.

Emergencia: Llame al 911 o use el plan local en caso de peligro inmediato o posible sobredosis. Use el 988 o la vía de crisis aprobada cuando corresponda.

The Spanish card is a working accessibility aid, not a substitute for qualified translation review. Control the final version through BPTC-F-027.

Evidence and Attribution

REF-01

Sources, adaptations, and claims boundary

This manual is a Reach One operating adaptation. It combines source-derived prevention architecture with original governance, documentation, handoff, curriculum, privacy, and implementation tools. A source informs the model; it does not automatically validate every Reach One component or authorize a clinical, legal, or outcome claim.

ID	Source / framework	How it is used	Reach One boundary
S1	SAMHSA Strategic Prevention Framework	Assessment, capacity, planning, implementation, evaluation, sustainability, and cultural competence.	Reach One adds controlled forms, decision rights, evidence artifacts, and a completed-handoff standard.
S2	SAMHSA prevention population concepts: universal, selective, and indicated; and the six prevention-strategy categories	Response-lane definitions and strategy portfolio.	Clinical treatment remains a separate lane requiring qualified assessment and authority.
S3	Tri-Ethnic Center Community Readiness Manual	Nine-stage readiness sequence and community-ownership endpoint.	Reach One operationalizes stage evidence, gates, owners, and implementation tools.
S4	Search Institute Developmental Assets Framework	Positive-youth-development context and the concept of multiple developmental supports.	The Reach One 40 Protective Assets are original, use different domains and wording, extend beyond youth, and are not a validated equivalent or licensed Search Institute measure.
S5	SAMHSA TIP 35: Enhancing Motivation for Change	Motivational interviewing spirit, communication posture, and change conversation.	Community staff use MI-consistent communication only within role; they do not provide unauthorized treatment.
S6	SAMHSA Trauma-Informed Approaches and Programs	Safety, trust, peer support, collaboration, empowerment, and cultural or historical awareness.	Reach One translates principles into arrival, right-to-pass, disclosure, boundary, repair, and supervision practices.
S7	Institute for Healthcare Improvement: Model for Improvement / PDSA	Controlled testing and continuous quality improvement.	Reach One adds dignity, equity, fidelity, participant voice, and risk-review fields.
S8	HHS National CLAS Standards and federal language-access guidance	Language access, communication assistance, governance, and quality control.	Local legal and compliance review controls exact obligations and approved vendors.
S9	HHS HIPAA Security Rule guidance and 42 CFR Part 2 guidance	Privacy, security, authorization, and system-of-record boundaries.	This HTML is not an EHR, secure case-management system, incident repository, or consent platform.
S10	CDC overdose and naloxone guidance	Bounded overdose-response essentials.	Current training, product instructions, dispatcher direction, emergency services, law, and site policy control action.
S11	CDC clear-communication resources	Plain-language facilitator and family cards.	The main manual preserves technical depth; field cards simplify language without changing safety boundaries.
S12	User-supplied legacy community prevention toolkit and companion source materials	Historical architecture for prevention education, resilience, community readiness, family communication, early identification, referral, and resource navigation.	Reach One removed religious framing, rewrote language and tools, modernized safety and governance, and does not reproduce restricted third-party worksheets or visual assets.
S13	User-supplied Ten Principles of Community Treating	Collaboration, empowerment, accessible support, ethics, social determinants, vulnerable populations, grassroots innovation, system change, and sustainability.	Reach One operationalizes each principle through required evidence, roles, tools, and review.

Adaptation register

Reach One component	Source relationship	Status / claim
Completed Handoff Standard	Original Reach One operational extension of warm-referral concepts	Internal standard; evaluate completion and outcomes locally
40 Protective Assets	Original asset map informed by protective-factor and positive-youth-development literature	Not a validated scale; not a Search Institute instrument
CBEI	Original Reach One lens: Confidence, Boundaries, Emotional Intelligence	Practice framework; not diagnostic
BRAVE	Original Reach One capacity framework: Boundaries, Regulation, Accountability, Values, Engagement	Practice framework; not diagnostic
B.U.Y.-In	Original Reach One adolescent pathway: Building Up Youth	Program identity and curriculum architecture; not an evidence-based-program designation
Small Wins Practice	Original secular application derived from source concepts about recognizing effort and self-control	Rewritten in original language; avoid comparative praise or moral labeling

Source discipline

Before public release, confirm that links remain current, licensed materials are not reproduced without permission, local statistics are cited, and every claim is limited to what the evidence actually supports.

Reference

SEC-67

Working glossary

Core terms

Alternative Activity

A structured, substance-free activity that builds connection, skill, leadership, recreation, or contribution.

Capacity

The practical ability of people and systems to carry out the work: staffing, skill, authority, time, tools, partnerships, and resources.

Completed Handoff

A referral that has been accepted by the next provider or program, scheduled, confirmed, and tracked to the next meaningful step.

Community

The network of people, institutions, settings, relationships, and local conditions that shape daily life.

Early Identification

Recognizing emerging concern and connecting a person to appropriate education, screening, assessment, or care without diagnosing outside one’s role.

Environmental Strategy

A change to policy, setting, access, supervision, norms, or systems that shapes behavior beyond a single participant.

Protective Factor

A condition or capacity that reduces the likelihood or impact of harm and supports healthy development or recovery.

Recovery Capital

The internal and external resources that support recovery: health, relationships, housing, work, culture, community, skills, and meaning.

Resilience

The capacity to adapt, recover, seek support, solve problems, and continue developing under stress.

Risk Factor

A condition associated with greater likelihood of harmful behavior or outcomes; risk is not destiny and should not be used as a label.

Selective Prevention

Prevention focused on a subgroup with elevated exposure or risk, without assuming every person has a disorder.

Indicated Prevention

Prevention or early action for people showing early signs or behaviors that warrant focused support, screening, or referral.

Universal Prevention

Prevention offered broadly to an entire population regardless of individual risk.

Warm Handoff

A live, consent-based connection between the person, current helper, and next helper—rather than a cold list of phone numbers.

B.U.Y.-In

Building Up Youth: Reach One’s adolescent pathway for voluntary future investment, skill practice, leadership, belonging, and healthy decision-making.

BRAVE

Reach One capacity framework: Boundaries, Regulation, Accountability, Values, and Engagement.

CBEI

Reach One clinical and community lens: Confidence, Boundaries, and Emotional Intelligence.

Community Ownership

The ninth readiness stage, in which residents and local institutions share decision rights, maintain resources, renew leadership, use evidence, and adapt the work.

System of Record

The approved EHR, HR, incident, consent, or secure case-management platform designated to hold official records.

Controlled Release

SEC-68

Document control, adoption, and signatures

Document title	Building Prevention Through Community
Organization	Reach One Clinical Services
Version / status	v1.1 · Controlled Working Edition
Effective date	August 30, 2026
Review due	August 30, 2027, or earlier upon a triggering change
Supersedes	v1.0 initial working edition
Document owner	Designated Reach One program and clinical leadership
Primary use	Community prevention planning, population-specific curriculum architecture, family education, early-response workflow, implementation, quality review, and partner alignment
Triggered review	Population, site, scope, law, policy, drug trend, staffing, EHR, incident, partner, language, data, accreditation, or public-claim change
Controlled distribution	Approved Reach One leaders, trained staff, authorized partner sites, quality and safety reviewers, and implementation stakeholders
Release condition	Local adoption, verified resources, assigned roles, safety testing, language-access review, form control, and site supplement

Local adoption conditions

Adopting organization / site Adopted pathways and sections Local policies and supplements attached Exceptions or exclusions Effective date Next required review

Master controlled-forms register

ID	Title	Classification	Browser rule	Required repository
BPTC-F-001	Site and Program Readiness Review	Program governance	Local planning allowed	Controlled repository
BPTC-F-002	Community Inventory and Gap Analysis	Program governance	Local planning allowed	Controlled repository
BPTC-F-003	Listening Session and Focus-Group Guide	Community input	Local planning allowed; no names	Controlled repository
BPTC-F-004	Participant Protective-Capacity Plan	Participant record	No browser persistence	Authorized EHR / case record
BPTC-F-005	Brief Participant Pre/Post Evaluation	Participant evaluation	No browser persistence	Authorized evaluation / EHR system
BPTC-F-006	Meeting, Decision, and Action Record	Governance	Local planning allowed	Controlled repository
BPTC-F-007	Session and Program Fidelity Review	Quality	Local planning allowed	Quality repository
BPTC-F-008	Local Resource and Response Directory	Resource control	Local planning allowed	Controlled repository
BPTC-F-009	Placement and Step Decision Record	Participant / clinical decision	No browser persistence	Authorized EHR / case record
BPTC-F-010	Strategy Map and Annual Activity Plan	Program governance	Local planning allowed	Controlled repository
BPTC-F-011	Logic Model Worksheet	Program planning	Local planning allowed	Controlled repository
BPTC-F-012	Partnership MOU Template	Legal / governance	Draft only; legal review	Executed-contract repository
BPTC-F-013	Workforce Training Matrix	Workforce governance	Role-level planning only	HR / learning repository
BPTC-F-014	Succession and Continuity Plan	Governance	Role-level planning only	Controlled repository
BPTC-F-015	Program Risk Register	Risk / quality	Program-level data only	Risk repository
BPTC-F-016	Program Budget Template	Finance / planning	Local planning allowed	Finance repository
BPTC-F-017	Concern and Early Response Record	Participant record	No browser persistence	Authorized EHR / case record
BPTC-F-018	Completed Handoff Tracker	Participant record	No browser persistence	Authorized EHR / referral system
BPTC-F-019	Site Safety Readiness Review	Safety governance	Local planning allowed	Safety repository
BPTC-F-020	Staff Readiness Record	Workforce record	No browser persistence	HR / learning system
BPTC-F-021	Ethical Decision Record	Ethics / consultation	No browser persistence	Restricted ethics repository
BPTC-F-022	CQI Project Charter	Quality	Local planning allowed	Quality repository
BPTC-F-023	Life-Safety Incident and Escalation Record	Incident / safety	No browser persistence	Authorized incident system
BPTC-F-024	Escalation Protocol Builder	Site supplement	Local planning allowed	Controlled repository
BPTC-F-025	Program Consent and Youth Assent Template	Legal / participant	No browser persistence	Authorized EHR / consent system
BPTC-F-026	Information-Sharing Authorization / ROI Worksheet	Privacy / legal	No browser persistence	Authorized EHR / ROI system
BPTC-F-027	Language Access and Translation Control Record	Accessibility / quality	Local planning allowed	Controlled repository

All other inline tools are labeled BPTC-W-### Planning Worksheet — Not a Record of Service. Some practice worksheets are print-only when they may contain person-level information.

Controlled distribution and withdrawal

Distribution recipients / locationsObsolete versions removed / archivedTraining and effective-use verificationTriggered review event and response

Executive SponsorSignature / Date

Program DirectorSignature / Date

Clinical / Safety ReviewerSignature / Date

Quality / Evaluation ReviewerSignature / Date

Youth / Family RepresentativeSignature / Date

Community / Lived-Experience RepresentativeSignature / Date

Controlled-use notice

This manual is an original Reach One adaptation for community prevention and early-response planning. It does not replace law, licensure rules, payer requirements, agency policy, emergency procedure, professional ethics, or individualized clinical judgment. Local leaders remain responsible for verification and adoption.

Building Prevention Through Community

Revision history, distribution, and browser-data boundary

Revision history

What this model is—and what it refuses to become

Trauma-informed operating posture

Operating commitments

Universal but not generic

Community-facing, clinically disciplined

Capacity over slogans

Outcomes over optics

Life-safety boundary

How to use this manual

One framework. Four population pathways. Six prevention strategies.

Population pathways

Reach One Youth Foundations

B.U.Y.-In Youth Academy

Emerging Adult Bridge

Adult Community Pathways

The four response lanes

Placement, step-up, step-down, and boundary-age logic

Decision ownership

Boundary-age rules

Age 17

Age 18 while still in high school

Shared community events

Developmental exception

Step-up and step-down triggers

The Ten Principles of Community Treating

Principles in practice

Collaboration for Wellness

Empowerment in Action

Personalized Support, Close to Home

Proactive Problem Solving

Ethics as a Foundation

A Broader Health Approach

Priority for Vulnerable Populations

Grassroots Innovation

Systems Change From Within

Sustainable Community Capacity

Principle-to-practice reflection

Understand the field before choosing the play.

The prevention–intervention–treatment–recovery continuum

What prevention can include

Knowledge

Skills

Relationships

Conditions

What prevention is not

The Person–Substance–Setting lens

Three-corner analysis

The six-strategy portfolio

Strategy definitions

Information

Skill Development

Healthy Alternatives

Community Process

Environmental Change

Early Identification & Referral

Portfolio test

Current strategy mix

Risk and protection across the ecology

Interpretation rules

Community risk-and-protection scan

Resilience is not toughness. It is usable capacity.

Capacity domains

Biological capacity

Cognitive capacity

Emotional capacity

Relational capacity

Practical capacity

Meaning and contribution

CBEI and BRAVE translation

Reach One’s 40 protective assets

Eight protective-asset domains

Safe & Seen

Family & Household Capacity

Learning & Future

Regulation & Decision Skills

Identity & Values

Peers & Community