Needs assessment
workbook
J A N U A R Y
2 0 1 2
Wilder
Research
Information. Insight. Impact.
Needs assessment workbook
JANUARY 2012
Prepared by:
Lida Gilbertson and Kristin Dillon
Wilder Research
451 Lexington Parkway North
Saint Paul, Minnesota 55104
651-280-2700 / www.wilderresearch.org
Funding for workbook was provided by the Minnesota Department of
Human Services, Alcohol and Drug Abuse Division.
CONTENTS
INTRODUCTION ........................................................................................................................ 1
Workbook overview ............................................................................................................... 1
1. Students reporting that they have had alcoholic beverages on 1 or more occasions
during the last 30 days .......................................................................................................... 1
2. Students reporting that they have had five or more drinks in a row on at least one
occasion during the last 2 weeks ........................................................................................... 3
3. Students reporting frequent binge drinking in the past year (typically drank 5 or more
drinks at a time and drank on 10 or more occasions during the past year)* ........................... 5
Intervening variables ............................................................................................................. 7
1: RETAIL ACCESS/AVAILABILITY .......................................................................................... 8
1a.-1d. Liquor license rate per 100,000 population ................................................................ 9
1e. Compliance check failure rate ....................................................................................... 14
1f. Percent of outlets receiving Responsible Beverage Server Training within the
last year .............................................................................................................................. 15
1g. Number of responsible beverage server trainings and people trained ........................... 16
1h. Students reporting they bought alcohol, if they used alcohol in the last 30 days ............ 18
1i. Students reporting use of a fake ID, if they bought alcohol in the last 30 days ................ 20
1j. Students reporting they got someone else to buy for them, if they used alcohol in
the last 30 days ................................................................................................................... 21
1k-1l. Adults perception of where youth buy alcohol ............................................................ 22
Retail access/availability summary ...................................................................................... 23
2: SOCIAL ACCESS/AVAILABILITY ....................................................................................... 25
2a. Students accessing alcohol from parents, if they used alcohol in the last 30 days ......... 26
2b. Students accessing alcohol from friends, if they used alcohol in the last 30 days .......... 27
2c. Students accessing alcohol from other family members, if they used alcohol in the
last 30 days ......................................................................................................................... 28
2d. Students taking alcohol from home, if they used alcohol in the last 30 days ....................... 30
2e. Students taking alcohol from friends’ home, if they used alcohol in the last 30 days ...... 31
2f. Students getting alcohol at parties, if they used alcohol in the last 30 days ......................... 32
2g-2j. Adults’ perception of where youth get alcohol ............................................................ 33
2k-2l. Adult beliefs about youth alcohol use......................................................................... 34
2m-2n. Appropriate age-of-first-drink: Adults’ perceptions ................................................... 35
2o. Social Host Ordinance instituted.................................................................................... 36
2p. Youth perceptions of ease of obtaining alcohol ............................................................. 37
Needs assessment workbook | Wilder Research
CONTENTS (continued)
3: ENFORCEMENT AND COURTS.......................................................................................... 41
3a-3c. Number of alcohol-related citations issued ............................................................... 42
3d-3e. Number of adult provider court charges.................................................................... 43
3f. Laws and policies in place in communities ........................ Error! Bookmark not defined.
3g. Policies in place in schools ............................................... Error! Bookmark not defined.
3h. Training for law enforcement on alcohol issues ............................................................. 44
3i-3m. Adult beliefs about enforcement ............................................................................... 48
Enforcement summary ........................................................................................................ 50
4: COMMUNITY NORMS ......................................................................................................... 52
4a. Students’ perception that alcohol or drug use is a problem at school............................. 53
4b. Adults’ perception of how many days most youth in grades 9-12 in their community
had one or more drinks of an alcoholic beverage in the past 30 days .................................. 54
4c-4l. Adult beliefs and perceptions about youth alcohol use............................................... 55
Community norms summary................................................................................................ 57
5: INDIVIDUAL FACTORS ....................................................................................................... 58
5a. Youth perception of parents’ or guardians’ disapproval ................................................. 59
5b. Youth perception of harm from binge drinking ............................................................... 60
5c. Alcohol perceived to be less harmful than other drugs ................................................... 61
5d. Age of first drink ............................................................................................................ 63
5e. Primary source of information about alcohol .................................................................. 64
5f. Students reporting that alcohol use by any family member repeatedly caused
family, health, job, or legal problems ................................................................................... 68
5g. Students reporting that, during the last 12 months, they have talked with at least one
parent about the dangers of tobacco, alcohol or drug use ................................................... 69
Individual factors summary .................................................................................................. 70
6: PROMOTION/PRICING ........................................................................................................ 71
6a-6b. Advertisements for alcohol at local events/alcohol-related sponsors at
local events ......................................................................................................................... 71
Promotion/pricing summary ................................................................................................. 72
Needs assessment workbook | Wilder Research
CONTENTS (continued)
APPENDICES........................................................................................................................... 74
Appendix A: Protocol for collecting information about Responsible Beverage Server
Trainings ............................................................................................................................. 75
Appendix B: Protocol for collecting information about alcohol advertising at
community events ............................................................................................................... 78
Appendix C: Youth web survey ........................................................................................... 82
Appendix D: Analyzing and reporting open-ended question responses ............................... 85
Appendix E: Accessing secondary (existing) data sources .................................................. 87
Minnesota Student Survey .................................................................................................. 88
MN DPS Alcohol and Gambling Enforcement Division Liquor License Database ............... 90
American FactFinder ........................................................................................................... 90
Appendix F: Locating Minnesota Student Survey Tables ..................................................... 92
Appendix G: Minnesota Liquor License Codes and Descriptions ......................................... 93
Appendix H: References ..................................................................................................... 96
Appendix I: Journal Article ................................................................................................... 97
Needs assessment workbook | Wilder Research
FIGURES
1a.
Students reporting that they have had alcoholic beverages at least once during the last
30 days: Onamia ................................................................................................................ 2
1b.
Students reporting that they have had alcoholic beverages at least once during the last 3
0 days: Isle ......................................................................................................................... 2
2a.
Students reporting that they have had five or more drinks in a row on at least one
occasion during the last 2 weeks: Onamia.......................................................................... 4
2b.
Students reporting that they have had five or more drinks in a row on at least one
occasion during the last 2 weeks: Isle ................................................................................ 4
3a.
Students reporting frequent binge drinking: Onamia ........................................................... 6
3b.
Students reporting frequent binge drinking: Isle .................................................................. 6
4.
On-sale liquor licenses ..................................................................................................... 10
5.
Off-sale liquor licenses ..................................................................................................... 12
6.
On-off-sale combination liquor licenses ............................................................................ 12
7.
Tribal council issued liquor licenses.................................................................................. 13
8.
Number of responsible beverage server trainings and people trained during the
last year ........................................................................................................................... 16
9a.
Students reporting they bought alcohol if they used alcohol in the last 30 days:
gas stations or convenience stores, bars or restaurants, or stores: Onamia ..................... 18
9b.
Students reporting they bought alcohol if they used alcohol in the last 30 days:
gas stations or convenience stores, bars or restaurants, or stores: Isle ............................ 18
10a. Students reporting they bought alcohol if they used alcohol in the last 30 days:
internet: Onamia ............................................................................................................... 19
10b. Students reporting they bought alcohol if they used alcohol in the last 30 days:
internet: Isle...................................................................................................................... 19
11a. Students reporting use of a fake id, if they bought alcohol in the last 30 days: Onamia .... 20
11b. Students reporting use of a fake id, if they bought alcohol in the last 30 days: Isle ........... 20
12a. Students reporting they got someone else to buy for them, if they used alcohol in the
last 30 days: Onamia ........................................................................................................ 21
12b. Students reporting they got someone else to buy for them, if they used alcohol in the
last 30 days: Isle............................................................................................................... 21
13.
Adults’ perception of where youth buy alcohol .................................................................. 22
14a. Students accessing alcohol from parents, if they used alcohol in the last 30 days:
Onamia ............................................................................................................................ 26
14b. Students accessing alcohol from parents, if they used alcohol in the last 30 days: Isle ....... 26
15a. Students accessing alcohol from friends, if they used alcohol in the last 30 days:
Onamia ............................................................................................................................ 27
15b. Students accessing alcohol from friends, if they used alcohol in the last 30 days: Isle ........... 27
Needs assessment workbook | Wilder Research
FIGURES (continued)
16a. Students accessing alcohol from other family members, if they used alcohol in the last
30 days*: Onamia ............................................................................................................. 28
16b. Students accessing alcohol from other family members, if they used alcohol in the last
30 days*: Isle.................................................................................................................... 28
17a. Students taking alcohol from home, if they used alcohol in the last 30 days: Onamia....... 30
17b. Students taking alcohol from home, if they used alcohol in the last 30 days: Isle ............. 30
18a. Students taking alcohol from friends’ homes, if they used alcohol in the last
30 days: Onamia .............................................................................................................. 31
18b. Students taking alcohol from friends’ homes, if they used alcohol in the last
30 days: Isle ..................................................................................................................... 31
19a. Students getting alcohol at parties, if they used alcohol in the last 30 days: Onamia ........ 32
19b. Students getting alcohol at parties, if they used alcohol in the last 30 days: Isle ............... 32
20.
Adults perception of where youth get alcohol ................................................................... 33
21.
Adult beliefs about youth alcohol use ............................................................................... 34
22.
Appropriate age-of-first-drink: adults’ perceptions............................................................. 35
23.
Youth survey results ......................................................................................................... 38
24.
Top ten most frequent responses to “how do you think young people are
getting alcohol?” ............................................................................................................... 38
25.
Number of alcohol-related citations given ........................................................................ 42
26.
Number of adult provider court charges ........................................................................... 43
27.
Adult beliefs about enforcement ....................................................................................... 50
28a. Students’ perception that alcohol or drug use is a problem at school: Onamia ................. 53
28b. Students’ perception that alcohol or drug use is a problem at school: Isle ........................ 53
29.
Adults’ perception of how many days most youth had alcohol in the past 30 days............ 54
30.
Pcn community readiness survey results .......................................................................... 56
31.
Youth perception of parents’/guardians’ disapproval or strong disapproval: Onamia ........ 59
31.
Youth perception of parents’/guardians’ disapproval or strong disapproval: Isle ............... 59
32a. Youth perception of harm from binge drinking: Onamia .................................................... 60
32b. Youth perception of harm from binge drinking: Isle ........................................................... 60
33a. Alcohol perceived to be less harmful than other drugs: cigarettes: Onamia ...................... 61
34a. Alcohol perceived to be less harmful than other drugs: marijuana: Onamia ...................... 61
33b. Alcohol perceived to be less harmful than other drugs: cigarettes: Isle ............................. 62
34b. Alcohol perceived to be less harmful than other drugs: marijuana: Isle............................. 62
Needs assessment workbook | Wilder Research
FIGURES (continued)
35a. Age of first drink: 13 years and younger: Onamia ............................................................. 63
35b. Age of first drink: 13 years and younger: Isle .................................................................... 63
36a. Primary source of information about alcohol: friends or peers: Onamia ............................ 64
37a. Primary source of information about alcohol: parents: Onamia ......................................... 64
38a. Primary source of information about alcohol: school, teachers, or counselors: Onamia .... 65
39a. Primary source of information about alcohol: tv/radio/magazines/newspapers/books:
Onamia ............................................................................................................................ 65
40a. Primary source of information about alcohol: religious/community groups:* Onamia ........ 65
36b. Primary source of information about alcohol: friends or peers: Isle ................................... 66
37b. Primary source of information about alcohol: parents: Isle................................................ 66
38b. Primary source of information about alcohol: school, teachers, or counselors: Isle........... 66
39b. Primary source of information about alcohol: tv/radio/magazines/newspapers/books: Isle . 67
40b. Primary source of information about alcohol: religious/community groups*: Isle ............... 67
41a. Students reporting that alcohol use by any family member repeatedly caused family,
health, job, or legal problems: Onamia ............................................................................. 68
41b. Students reporting that alcohol use by any family member repeatedly caused family,
health, job, or legal problems: Isle .................................................................................... 68
42a. Students reporting that, during the last 12 months, they have talked to at least
one parent (or guardian) about the dangers of tobacco, alcohol, or drug use: Onamia ..... 69
42b. Students reporting that, during the last 12 months, they have talked to at least
one parent (or guardian) about the dangers of tobacco, alcohol, or drug use: Isle ............ 69
Needs assessment workbook | Wilder Research
INTRODUCTION
INTRODUCTION
Workbook overview
The ultimate goal of the current alcohol, tobacco, and other drug (ATOD) prevention grant is to
reduce alcohol use among youth. Youth use alcohol for many different reasons. This grant aims
to create a comprehensive approach to prevention that addresses the reasons that are most
prevalent in your community.
Many evidence-based ATOD prevention models and interventions exist, and it can be
challenging to decide which model will be most effective for a given community. To select the
most appropriate prevention approach, it is critical to have a comprehensive understanding of the
community’s needs. A community needs assessment can help local stakeholders identify and
prioritize their assets and needs and, in turn, inform the selection of interventions.
The purpose of this workbook is to help you complete a comprehensive needs assessment in your
own community.
Please fill out Tables 1, 2, and 3 below with information about youth alcohol use in your
community. This information is intended to serve as a reference as you progress with the rest of
the workbook.
1. Students reporting that they have had alcoholic beverages on 1 or more
occasions during the last 30 days
What source do I use?
The Minnesota Student Survey  Table 31 for 2001 and 2004, and in Table 29 for 2007 and 2010
Where can I find it?
Data tables will be provided for you. See Appendix E if you would like instructions on how to
access the tables on your own.
Special instructions
Fill in Table 1 for the years 2001 and 2004 with the percentages for each grade and gender that
responded “1-2,” “3-5,” “6-9,” “10-19,” “20-39,” and “40+” to the question “On how many
occasions (if any) have you had alcoholic beverages to drink during the last 30 days?” For each
grade and gender, you will need to add together the percentages of youth that answered “1-2,”
“3-5,” “6-9,” “10-19,” “20-39,” and “40+” to get the total percentage of youth that have had
alcohol on one or more occasions in the last 30 days.
1
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INTRODUCTION
Fill in Table 1 for the years 2007 and 2010 with the percentages for each grade and gender that
responded “1 or 2 days,” “3 to 5 days,” “6 to 9 days,” “10 to 19 days,” and “20 to 29 days” to the
question “During the last 30 days, on how many days did you drink one of more drinks of an
alcoholic beverage?” For each grade and gender, you will need to add together the percentages of
youth that answered “1 or 2 days,” “3 to 5 days,” “6 to 9 days,” “10 to 19 days,” and “20 to 29 days”
to get the total percentage of youth that have had alcohol on one or more days in the last month.
1a.
Students reporting that they have had alcoholic beverages at least once during the
last 30 days: Onamia
2001
2004
2007
2010
26%
21%
22%
19%
6th Grade
31%
21%
17%
19%
9th Grade
41%
32%
51%
29%
12th Grade
53%
45%
39%
44%
Statewide
Onamia
1b. Students reporting that they have had alcoholic beverages at least once during the
last 30 days: Isle
2004
2007
2010
Statewide
21%
22%
19%
Isle
19%
26%
14%
6th Grade
6%
6%
6%
9th Grade
24%
26%
24%
12th Grade
38%
68%
-
2
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INTRODUCTION
2. Students reporting that they have had five or more drinks in a row on at
least one occasion during the last 2 weeks
What source do I use?
The Minnesota Student Survey  Table 31 for 2001 and 2004, and in Table 29 for 2007 and 2010
Where can I find it?
Data tables will be provided for you. See Appendix E if you would like instructions on how to
access the tables on your own.
3
Needs assessment workbook | Wilder Research
INTRODUCTION
Special instructions
Fill in Table 2 with the percentages for each grade and gender that responded “Once,” “Twice”
“3-5 times” “6-9 times” and “10 or more times” in 2001 and 2004 or “Once,” “Twice” “3-5
times” and “6 or more times” in 2007 and 2010 to the question “Over the last 2 weeks, how
many times (if any) have you had five or more drinks in a row?” For each grade and gender, you
will need to add together the percentages of youth that answered “Once,” “Twice” “3-5 times”
“6-9 times” and “10 or more times” in 2001 and 2004 or “Once,” “Twice” “3-5 times” and “6 or
more times” in 2007 and 2010 to get the total percentage of youth who have had five or more
drinks in a row on at least one occasion in the past 2 weeks.
2a.
Students reporting that they have had five or more drinks in a row on at least one
occasion during the last 2 weeks: Onamia
2001
2004
2007
2010
26%
26%
23%
19%
9th Grade
31%
27%
34%
18%
12th Grade
38%
39%
-
38%
Statewide
Onamia
2b. Students reporting that they have had five or more drinks in a row on at least one
occasion during the last 2 weeks: Isle
2004
2007
2010
Statewide
26%
23%
19%
Isle
24%
26%
18%
9th Grade
15%
15%
18%
12th Grade
37%
48%
-
4
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INTRODUCTION
3. Students reporting frequent binge drinking in the past year (typically
drank 5 or more drinks at a time and drank on 10 or more occasions
during the past year)*
What source do I use?
The Minnesota Student Survey  Table 27 for 2001 and 2004, and in Table 25 for 2007 and 2010
Where can I find it?
Data tables will be provided for you. See Appendix E if you would like instructions on how to
access the tables on your own.
5
Needs assessment workbook | Wilder Research
INTRODUCTION
Special instructions
Fill in Table 3 with the percentages for each grade and gender that are in the “Yes” row for the
variable “Frequent binge drinking in the past year (typically drank 5 or more drinks at a time and
drank on 10 or more occasions during the past year.”
3a. Students reporting frequent binge drinking: Onamia
2001
2004
2007
2010
9%
8%
6%
5%
9th Grade
26%
21%
16%
6%
12th Grade
24%
38%
-
19%
Statewide
Onamia
3b. Students reporting frequent binge drinking: Isle
2004
2007
2010
Statewide
8%
6%
5%
Isle
8%
16%
6%
9th Grade
4%
8%
6%
12th Grade
14%
29%
-
*Note that this is a computed variable based on combinations of responses to two or more survey items
6
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INTRODUCTION
Intervening variables
Intervening variables are factors that have been identified through research as influencing substance
use patterns in a community. These factors can alter how much alcohol is consumed in a community.
By exploring these variables, your community will be able to address underage alcohol use with
appropriate and targeted strategies (NH Risk and Protective Factor Toolbox, 2008).
Based on what we know from the literature and data that has already been collected, the
intervening variables were grouped into the following categories:
1. Retail access/availability
2. Social access/availability
3. Enforcement
4. Community norms
5. Individual factors
6. Promotion/pricing
Each intervening variable category is made up of many different indicators. The indicators
included in this workbook were specifically selected for their relevance to youth substance use
and the availability of local data.
Each section of this workbook includes a definition of the intervening variable category, a list of
the specific indicators measured as well as their sources, more specific instructions for accessing
and documenting each indicator, and a reflection on the overall intervening variable category.
Once this workbook is completed, the coalition will then prioritize the indicators and begin
developing a comprehensive strategic plan.
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1 | RETAIL ACCESS/AVAILABILITY
INTERVENING VARIABLE 1: RETAIL ACCESS/AVAILABILITY
Retail availability refers to how available alcohol is in your community and how easy it is to
obtain. Studies have found that reduced retail availability is associated with lower alcohol
consumption. Indicators such as liquor licenses per capita are positively correlated to alcohol
consumption and drinking and driving among youth with driver’s licenses in particular.
Responsible beverage service training programs have been found to reduce the likelihood of
alcohol sales to minors. In general, when alcohol is easily accessible through retail outlets,
consumption of alcohol increases (Birckmayer et al., 2004).
The following indicators will help you assess the retail availability of alcohol in your community:
Indicators
Data sources
1a. On-sale liquor licenses per 100,000 population
MN DPS Alcohol & Gambling
Enforcement Division Liquor License
Database:
http://lapp.dps.state.mn.us/age/?118
1b. Off-sale liquor licenses per 100,000 population
1c. On-off-Sale combination licenses per 100,000 population
1d. Tribal council issued licenses per 100,000 population
1e. Compliance check failure rate
Law enforcement data or results from
grant-sponsored compliance checks
1f. Percent of outlets receiving Responsible Beverage Server
Training
Phone calls to eligible outlets
1g. Number of trainings and people trained
Phone calls to eligible outlets
1h. Students reporting they bought alcohol (at gas stations or
convenience stores, at bars or restaurants, at stores, or on
the internet), if they used alcohol in the last 30 days
Minnesota Student Survey
1i. Students reporting use of a fake ID, if they bought alcohol
in the last 30 days
1j. Students reporting they got someone else to buy for them,
if they used alcohol in the last 30 days
1k. Adults’ perception that youth buy alcohol in a store such as
a liquor store, convenience store, supermarket, discount
store or gas station
1l. Adults’ perception that youth buy alcohol at a bar or
restaurant
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PCN Community Readiness Survey
1 | RETAIL ACCESS/AVAILABILITY
INDICATOR:
1a.-1d. Liquor license rate per 100,000 population
What source do I use?
Minnesota Alcohol and Gambling Enforcement Division Liquor License Database
Where can I find it?
http://lapp.dps.state.mn.us/age/LiquorDbSearch.aspx
Special instructions
1. Instructions for using the website above, as well as license code descriptions, are
located in Appendix G.
2. Click on the above link. Type in the name of your city in the “city” box. This will bring
up all the liquor licenses for this city.
3. The first table below provides a list of on-sale license types. Using the information provided
by the website, count the number of on-sale licenses of each type and fill in the table.
4. Add together the total number of on-sale licenses.
5. Write down the population of your city in the space below the table. To locate this
information using American FactFinder, see Appendix E.
6. To get the rate of licenses per 100,000 people in your city, divide the total number of
on-sale licenses by the population of your city and multiply by 100,000.
EXAMPLE:
In city X, there is a population of 7,200 people and 12 on-sale liquor licenses. The liquor license rate per
100,000 population in city X would be:
Total
licenses
City
population
On-sale licenses per 100,000 population
(licenses ÷ population) * 100,000
12
7,200
(12 / 7,200) * 100,000 = 166.67
1. Repeat this procedure for the following three tables: off-sale, on-off-sale combination,
and tribal council issued
2. Then to get the total number of liquor licenses per capita, add the total number of
licenses from each table together and divide by the population of your city. Put this
number in the space below the tables.
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Needs assessment workbook | Wilder Research
1 | RETAIL ACCESS/AVAILABILITY
3. You will need to repeat steps 2-8 for each city in your community and add together to
total number of licenses and total population for each city in the community to get the
final results.
4.
On-sale liquor licenses
On-sale
license type
Number of
licenses
On-sale
license type
3.2ONSS
MWNONSL
CLONSL
MWNONSLSE
CLONSLSE
ONSL
CLONSS
ONSLWS
CT3.2ONSS
OH
ONSS
CTONSB
ONSSCKSC
CTONSL
ONSSS
CTONSLWS
ONSSSE
CTONSS
I-2 O-2
Number of
licenses
I
I
W
TMPONSL
I=1 O=1 H=1
CTSEONSL
TMPONSS
I=4
CTSEONSLWS
TP3.2ONSL
CTSEONSS
TPONSL
MCLONSL
TPONSS
MCLONSS
TRONSL
MCLONSWS
TRONSS
MOONSL
WNONSL
MOONSS
WNONSLSE
CALCULATE:
Total on-sale licenses
(total of above columns)
City population
On-sale licenses per 100,000 population
(licenses ÷ population) * 100,000
I=751 O=878
I=9 O=4 H=2 W=1
10
H=1691 W=206
I=1,198 O=455.58 H=118.27 W=485.44
Needs assessment workbook | Wilder Research
1 | RETAIL ACCESS/AVAILABILITY
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Needs assessment workbook | Wilder Research
1 | RETAIL ACCESS/AVAILABILITY
5.
Off-sale liquor licenses
Off-sale
license type
Number of
licenses
Off-sale
license type
Number of
licenses
3.2OFSL
W
OFSL
O
BROFSL
OFSLFD
BRPOFSL
TMPOFSLWA
CT3.2OFSL
H-3
TP3.2OFSL
CTOFSL
IO
TPOFSL
MOOFSL
CALCULATE:
Total off-sale licenses
(total of above columns)
Isle 1 Onamia 2 Hillman-3
Wahkon-1
6.
City population
On-sale licenses per 100,000 population
(licenses ÷ population) * 100,000
I-751 O-878 H1691 W-206
Isle=133.16 O=227.79 H=177.41 W=485.44
On-off-sale combination liquor licenses
On-off-sale
license type
Number of
licenses
On-off-sale
license type
Number of
licenses
3.2 CMBN
CTCMBN
I
CMBN
CTCMBS
I=7 O=2 H=2
CMBNWS
CTCMBWS
CMBS
O=1 H=2 W=2
CTSECMBS
CT3.2 CMBN
I
MOCMBN
3.2 CMBN
I=1
MOCMBS
CALCULATE:
Total on-sale licenses
(total of above columns)
City population
I-10 O-3 H-4 W-2
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On-sale licenses per 100,000 population
(licenses ÷ population) * 100,000
I=1331.56 O=341.69 H=236.55 W=970.87
1 | RETAIL ACCESS/AVAILABILITY
7.
Tribal council issued liquor licenses Not applicable Dry reservation
Tribal council
issued license type
Number of
licenses
Tribal council
issued license type
TCMBN
TONSL
TCMBNWS
TONSLWS
TCMBS
TONSS
TOFSL
TWNONSB
TOFSLB3.2
TWNONSL
Number of
licenses
TCMBN
CALCULATE:
Total on-sale licenses
(total of above columns)
City population
On-sale licenses per 100,000 population
(licenses ÷ population) * 100,000
CALCULATE TOTAL OF ALL LICENSES:
Total from all tables
(total of above columns)
13
City population
Needs assessment workbook | Wilder Research
On-sale licenses per 100,000 population
(licenses ÷ population) * 100,000
1 | RETAIL ACCESS/AVAILABILITY
INDICATOR:
1e. Compliance check failure rate
What source do I use?
Wilder Research will collect this data by calling law enforcement and asking about compliance
checks completed in the past year.
Where can I find it?
Wilder Research will provide the information you need to answer the questions below.
Special instructions
Please use the results you receive from Wilder Research to answer the questions below.
Number of retail establishments in community that sell alcohol
Number of alcohol compliance checks conducted in the past year
0
Percent of establishments checked
0
Number of establishments passing the alcohol compliance checks
NA
Percent of establishments passing the alcohol compliance checks:
NA
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1 | RETAIL ACCESS/AVAILABILITY
INDICATOR:
1f. Percent of outlets receiving Responsible Beverage Server Training
within the last year
What source do I use?
Calls to eligible outlets in your community. Outlets are defined as any commercial
establishment, including bars and restaurants, that serve alcohol.
Where can I find it?
You will gather this information through phone calls with each establishment in your
community. There is a protocol for making these phone calls in Appendix A.
Special instructions
After calling all establishments in your community to gather this information, summarize the
findings by answering the questions below.
After calling all establishments in your community to gather this
information, summarize the findings by answering the questions below.
1. Number of establishments that serve alcohol in
your community
34
2. Number of establishments to which an information
call was completed
33
3. Percent of all establishments in the community to
which a call was completed (divide the answer to
question 2 above by the answer to question 1 above)
97%
4. Number of establishments with at least one staff
member who has received Responsible Beverage
Server Training in the last year
10
5. Percent of all establishments called with at least one
staff member who has received Responsible
Beverage Server Training in the last year (divide the
answer to question 4 above by the answer to
question 2 above)
30%
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1 | RETAIL ACCESS/AVAILABILITY
INDICATOR:
1g. Number of responsible beverage server trainings and people trained
What source do I use?
Eligible outlets in your community. Outlets are defined as any commercial establishment,
including bars and restaurants, that serve alcohol.
Where can I find it?
You will gather this information through phone calls with each establishment in your
community. There is a protocol for making these phone calls in Appendix A.
Special instructions
After calling all establishments in your community to gather this information, summarize the
findings by answering the questions below.
8.
Number of Responsible Beverage Server Trainings and people trained during the
last year
16
Outlet
Number of trainings
provided
Blue Goose
unofficial
Diamond Daves
unofficial
Gousa electronics
unofficial
Little White Fish
no
Harbor Inn
unofficial
Twin Pines
no
none
VFW 1836
online
4 bartenders
Trailside
1
1 RBST
Geno
none
none
Bayview
none
none
Trophys
yes
1 RBST
Rocky Reef
none
none
Needs assessment workbook | Wilder Research
Number of employees
trained at all trainings
2 distributors
1 | RETAIL ACCESS/AVAILABILITY
17
Vets Club
No
No
Izatys
Not official
Handbook training
Be Las
********************
*****************
Muggs
None
None
Wahkon Inn
No
No
American Legion
No
No
Hillman Bar and Grill
Yes
4
Looney Bend
No
No
Porky Pines
Unofficial
No
Fiddle Stix
Unofficial
10-12
Fisherman’s Wharf
Unofficial
Hideway Hill
Yes
Online 3
Isle Bowling
No
No
Isle Munie
Yes
Liberty Beach
Unofficial
Castaways
Unofficial
Johnsons Portside
County training
MSA
Yes
RBST 4
Buzzies on the Bay
Yes
County
Hunters point
Yes
County
White Cap
Yes
Training in Gull lake
Slippers
no
no
TOTAL
10
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1 | RETAIL ACCESS/AVAILABILITY
INDICATOR:
1h. Students reporting they bought alcohol, if they used alcohol in the last
30 days
What source do I use?
The Minnesota Student Survey  Table 32 for 2001 and 2004 and Table 31 for 2007 and 2010
Where can I find it?
Data tables will be provided for you. See Appendix F if you would like instructions on how to
access the tables on your own.
Special instructions
Fill in Table 9 with the percentages for each grade and gender that responded “Bought it at gas
stations or convenience stores,” “Bought it at bars or restaurants,” and “Bought it at stores,” or “Bought
it on the internet” to the question “If you used alcohol, how did you get it in the last 30 days?”*
Fill in Table 10 with percentages for each grade and gender that responded “Bought it on the
internet” to the question “If you used alcohol, how did you get it in the last 30 days?”*
Note: This is not a standard variable in the Minnesota Student Survey, but was specifically
requested for the purposes of this workbook.
9a.
Students reporting they bought alcohol if they used alcohol in the last 30 days:
Gas stations or convenience stores, bars or restaurants, or stores: Onamia
2001
2004
2007
2010
All P&I Communities
Onamia
9th Grade
21%
7%
27%
20%
12th Grade
18%
27%
-
7%
9b. Students reporting they bought alcohol if they used alcohol in the last 30 days:
Gas stations or convenience stores, bars or restaurants, or stores: Isle
* These variables were removed because fewer than 10 youth answered these questions and,
therefore, their responses are not generalizable and may be identifiable.
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1 | RETAIL ACCESS/AVAILABILITY
10a. Students reporting they bought alcohol if they used alcohol in the last 30 days:
Internet: Onamia
2001
2004
2007
2010
1%
1%
1%
1%
9th Grade
5%
0%
-
0%
12th Grade
0%
0%
-
7%
Statewide
Onamia
10b. Students reporting they bought alcohol if they used alcohol in the last 30 days:
Internet: Isle
2004
2007
2010
1%
1%
1%
9th Grade
0%
0%
-
12th Grade
0%
7%
-
Statewide
Isle
*Question no longer asked of 6th graders
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1 | RETAIL ACCESS/AVAILABILITY
INDICATOR:
1i. Students reporting use of a fake ID, if they bought alcohol in the last 30
days
What source do I use?
The Minnesota Student Survey  Table 32 for 2001 and 2004, and Table 31 for 2007 and 2010
Where can I find it?
Data tables will be provided for you. See Appendix E if you would like instructions on how to
access the tables on your own.
Special instructions
Fill in Table 11 with the percentages for each grade and gender that responded “Yes” to the
question “If you bought alcohol in the last 30 days, did you use a fake 0ID?”*
11a. Students reporting use of a fake ID, if they bought alcohol in the last 30 days:
Onamia
2001
2004
2007
2010
8%
8%
7%
6%
9th Grade
17%
0%
18%
0%
12th Grade
17%
0%
-
11%
Statewide
Onamia
11b. Students reporting use of a fake ID, if they bought alcohol in the last 30 days: Isle
2004
2007
2010
8%
7%
6%
9th Grade
0%
0%
0%
12th Grade
33%
0%
-
Statewide
Isle
*Question no longer asked of 6th graders
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1 | RETAIL ACCESS/AVAILABILITY
INDICATOR:
1j. Students reporting they got someone else to buy for them, if they used
alcohol in the last 30 days
What source do I use?
The Minnesota Student Survey  Table 32 for 2001 and 2004, and Table 31 for 2007 and 2010
Where can I find it?
Data tables will be provided for you. See Appendix E if you would like instructions on how to
access the tables on your own.
Special instructions
Fill in Table 12 with the percentages for each grade and gender that responded “Got it by getting
someone else to buy for me” to the question “If you used alcohol, how did you get it in the last
30 days?”*
12a. Students reporting they got someone else to buy for them, if they used alcohol in
the last 30 days: Onamia
2001
2004
2007
2010
36%
38%
32%
29%
9th Grade
26%
47%
42%
50%
12th Grade
36%
55%
-
21%
Statewide
Onamia
12b. Students reporting they got someone else to buy for them, if they used alcohol in
the last 30 days: Isle
2004
2007
2010
38%
32%
29%
9th Grade
17%
22%
13%
12th Grade
63%
7%
-
Statewide
Isle
*Question no longer asked of 6th graders
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1 | RETAIL ACCESS/AVAILABILITY
INDICATOR:
1k-1l. Adults perception of where youth buy alcohol
What source do I use?
Positive Community Norms Community Readiness Survey
Where can I find it?
You will be given the results from this survey at the Positive Community Norms training in early
May 2012.
Special instructions
Using the data that you get from Positive Community Norms, Fill in Table 13 with the
percentages of adults who indicated they believe youth buy alcohol from:
a. “A store such as a liquor store, convenience store, supermarket, discount store or
gas station”
b.
13.
“A restaurant, bar or club”
Adults’ perception of where youth buy alcohol
Percent
a. A store, such as a liquor store, convenience store,
supermarket, discount store or gas station
5.3
b. A restaurant bar or club
4.1
22
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1 | RETAIL ACCESS/AVAILABILITY
Retail access/availability summary
Please have all coalition members who helped compile the information in this section discuss the
questions below and document the main points from this discussion.
What did you learn about the retail access/availability of alcohol in your community by
filling out this section? Was there anything you found particularly surprising or interesting?
23
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1 | RETAIL ACCESS/AVAILABILITY
I was surprised at the disproportionally high number of alcohol licenses per 100,000 people;
about 1,331 per 100,000 in Isle for example. However, the disproportionate number of
licenses per community population really hit home when I broke it down that way. My
communities have 16 on sale/ 7 off sale and 19 combinations on & off sale licenses for a total
of 42 alcohol licenses. The population of my four communities is 3,526. That means there
is one liquor licensee for every 84 people. Of the thirty three on-sale establishments I was
able to contact 10 said at least one employee had been through responsible beverage server
training in the past year which I don’t think is too bad after one year of the grant. What I
found more surprising was the large number of establishments (10) who only offered some
form of informal internal training. A first step may be to contact those establishments who
only offer informal internal training and explain the benefits of an outside/ professional
trainer. The last think I found surprising/ unusual is 9a Twelfth grade Onamia students (who
reported drinking) stating they bought alcohol from a bar, restaurant or store dropped from
27% in 2004 to (no data in 2007) 7% in 2010.
24
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2 | SOCIAL ACCESS/AVAILABILITY
INTERVENING VARIABLE 2: SOCIAL ACCESS/AVAILABILITY
Social availability refers to how readily alcohol is accessed through social channels such as
friends and relatives with no exchanges of money or goods. It also refers to alcohol that is made
available at parties and other social events. Studies have shown that parties offer an opportunity
for high-risk consumption of alcohol by minors and initiation of alcohol use for young adolescents.
Additional studies have shown that the majority of alcohol consumed by youth is obtained
through social sources and that younger youth rely on social sources of alcohol more than older
youth (Birckmayer et al., 2004).
The following indicators will be used to assess the social availability of alcohol in your community:
Indicators
Data sources
2a
Minnesota Student Survey
Students accessing alcohol from parents
2b. Students accessing alcohol from friends
2c. Students accessing alcohol from family members
2d. Students taking alcohol from home
2e. Students taking alcohol from friends’ homes
2f.
Students getting alcohol at parties
2g. Adults’ perception that youth got someone else to buy them alcohol
PCN Community Readiness Survey
2h. Adults’ perception that youth were given alcohol by their parents
2i.
Adults’ perception that youth were given alcohol by someone
other than their parents
2j.
Adults’ perception that youth get alcohol by taking it from their
home or a friend’s home
2k. Adult support for their community adopting a social host
ordinance which makes it unlawful for adults to allow underage
youth (other than their children) to drink alcohol in their home
2l.
Adults’ belief that it is okay for high school youth to drink at
parties if they don’t get drunk
2m. Adults reporting that they would allow their child to drink when
younger than 21
2n. Adults reporting that they believe most other adults in the
community would allow their child to drink when younger than 21
2o. Social Host Ordinance instituted
Wilder Research policy analysis
2p. Youth perceptions of ease of obtaining alcohol
Youth web survey
25
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2 | SOCIAL ACCESS/AVAILABILITY
INDICATOR:
2a. Students accessing alcohol from parents, if they used alcohol in the
last 30 days
What source do I use?
The Minnesota Student Survey  Table 31 for both 2007 and 2010
Where can I find it?
Data tables will be provided for you. See Appendix E if you would like instructions on how to
access the tables on your own.
Special instructions
Fill in Table 14 with the percentages for each grade and gender that responded “Got it from my
parents” to the question “If you used alcohol, how did you get it in the last 30 days?”
14a. Students accessing alcohol from parents, if they used alcohol in the last 30 days:
Onamia
2007*
2010
13%
13%
Statewide
Onamia
9th Grade
32%
40%
12th Grade
14%
14b. Students accessing alcohol from parents, if they used alcohol in the last 30 days: Isle
2007*
2010
13%
13%
Statewide
Isle
9th Grade Male
11%
12th Grade Female
0%
25%
-
*New response option in 2007
26
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2 | SOCIAL ACCESS/AVAILABILITY
INDICATOR:
2b. Students accessing alcohol from friends, if they used alcohol in the
last 30 days
What source do I use?
The Minnesota Student Survey  Table 32 for 2001 and 2004, and in Table 31 for 2007 and 2010
Where can I find it?
Data tables will be provided for you. See Appendix E if you would like instructions on how to
access the tables on your own.
Special instructions
Fill in Table 15 with the percentages for each grade and gender that responded “Got it from
friends” to the question “If you used alcohol, how did you get it in the last 30 days?”*
15a. Students accessing alcohol from friends, if they used alcohol in the last 30 days:
Onamia
Statewide
2001
2004
2007
2010
66%
65%
65%
59%
Onamia
9th Grade
68%
67%
47%
50%
12th Grade
82%
73%
-
50%
15b. Students accessing alcohol from friends, if they used alcohol in the last 30 days: Isle
Statewide
2004
2007
2010
65%
65%
59%
Isle
9th Grade
67%
78%
12th Grade
75%
57%
*Question no longer asked of 6th graders
27
Needs assessment workbook | Wilder Research
63%
-
2 | SOCIAL ACCESS/AVAILABILITY
INDICATOR:
2c. Students accessing alcohol from other family members,
if they used alcohol in the last 30 days
What source do I use?
The Minnesota Student Survey  Table 31 for both 2007 and 2010
Where can I find it?
Data tables will be provided for you. See Appendix E if you would like instructions on how to
access the tables on your own.
Special instructions
Fill in Table 16 with the percentages for each grade and gender that responded “Got it from other family
members” to the question “If you used alcohol, how did you get it in the last 30 days?”
16a. Students accessing alcohol from other family members, if they used alcohol in the
last 30 days*: Onamia
Statewide
2007
2010
14%
13%
Onamia
9th Grade
40%
11%
12th Grade
14%
16b. Students accessing alcohol from other family members, if they used alcohol in the
last 30 days*: Isle
Statewide
2007
2010
14%
13%
Isle
9th Grade
11%
12th Grade
0%
38%
-
* Excluding 2001 and 2004 because “family members” in those years included parents, question not asked of 6th graders
28
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2 | SOCIAL ACCESS/AVAILABILITY
29
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2 | SOCIAL ACCESS/AVAILABILITY
INDICATOR:
2d. Students taking alcohol from home, if they used alcohol in the last 30 days
What source do I use?
The Minnesota Student Survey  Table 32 for 2001 and 2004, and in Table 31 for 2007 and 2010
Where can I find it?
Data tables will be provided for you. See Appendix E if you would like instructions on how to
access the tables on your own.
Special instructions
Fill in Table 17 with the percentages for each grade and gender that responded “Took it from my
home” to the question “If you used alcohol, how did you get it in the last 30 days?”*
17a. Students taking alcohol from home, if they used alcohol in the last 30 days: Onamia
Statewide
2001
2004
2007
2010
19%
19%
19%
18%
Onamia
9th Grade
11%
27%
12th Grade
9%
0%
21%
30%
0%
17b. Students taking alcohol from home, if they used alcohol in the last 30 days: Isle
Statewide
2004
2007
2010
19%
19%
18%
Isle
9th Grade
33%
11%
12th Grade
25%
0%
*Question no longer asked of 6th graders
30
Needs assessment workbook | Wilder Research
38%
-
2 | SOCIAL ACCESS/AVAILABILITY
INDICATOR:
2e. Students taking alcohol from friends’ home, if they used alcohol in the
last 30 days
What source do I use?
The Minnesota Student Survey  Table 32 for 2001 and 2004, and in Table 31 for 2007 and 2010
Where can I find it?
Data tables will be provided for you. See Appendix E if you would like instructions on how to
access the tables on your own.
Special instructions
Fill in Table 18 with the percentages for each grade and gender that responded “Took it from a
friend’s home” to the question “If you used alcohol, how did you get it in the last 30 days?”
18a. Students taking alcohol from friends’ homes, if they used alcohol in the last
30 days: Onamia
Statewide
2001
2004
2007
2010
10%
9%
10%
8%
Onamia
9th Grade
11%
33%
5%
40%
12th Grade
27%
9%
-
7%
18b. Students taking alcohol from friends’ homes, if they used alcohol in the last
30 days: Isle
Statewide
2004
2007
2010
9%
10%
8%
Isle
9th Grade
17%
11%
12th Grade
13%
0%
*Question no longer asked of 6th graders
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Needs assessment workbook | Wilder Research
13%
-
2 | SOCIAL ACCESS/AVAILABILITY
INDICATOR:
2f. Students getting alcohol at parties, if they used alcohol in the last 30 days
What source do I use?
The Minnesota Student Survey  Table 32 for 2001 and 2004, and in Table 31 for 2007 and 2010
Where can I find it?
Data tables will be provided for you. See Appendix E if you would like instructions on how to
access the tables on your own.
Special instructions
Fill in Table 19 with the percentages for each grade and gender that responded “Got it at parties”
to the question “If you used alcohol, how did you get it in the last 30 days?”*
19a. Students getting alcohol at parties, if they used alcohol in the last 30 days: Onamia
Statewide
2001
2004
2007
2010
48%
46%
41%
38%
Onamia
9th Grade
53%
67%
12th Grade
55%
73%
26%
30%
43%
19b. Students getting alcohol at parties, if they used alcohol in the last 30 days: Isle
Statewide
2004
2007
2010
46%
41%
38%
Isle
9th Grade
50%
22%
12th Grade
50%
50%
*Question no longer asked of 6th graders
32
Needs assessment workbook | Wilder Research
38%
-
2 | SOCIAL ACCESS/AVAILABILITY
INDICATOR:
2g-2j. Adults’ perception of where youth get alcohol
What source do I use?
Positive Community Norms Community Readiness Survey
Where can I find it?
You will be given the results from this survey at the Positive Community Norms training in early
May 2012.
Special instructions
Using the data that you get from Positive Community Norms, Fill in Table 20 with the
percentages of adults who indicated they believe youth access alcohol in the following ways:
a. “Got someone else to buy it for them”
b.
“Given alcohol by their parents”
c. “Given alcohol by someone other than their parents”
d. “Taking it from their home or a friend’s home”
20.
Adults perception of where youth get alcohol
Percent
a. Got someone else to buy it for them
93.4%
b. Given alcohol by their parents
20.6%
c. Given alcohol by someone other than their parents
78.6%
d. Taking it from their home or a friend’s home
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79%
2 | SOCIAL ACCESS/AVAILABILITY
INDICATOR:
2k-2l. Adult beliefs about youth alcohol use
What source do I use?
Positive Community Norms Community Readiness Survey
Where can I find it?
You will be given the results from this survey at the Positive Community Norms training in early
May 2012.
Special instructions
Fill in Table 21 with the percentages of survey respondents who responded “Strongly agree” and
“agree,” “Neither agree nor disagree,” and “Strongly disagree” and “Disagree” to the statements
below. You will need to add together the percentages for “Strongly agree” and “Agree” and
“Strongly disagree” and “Disagree.”
a. “My community should adopt a local social hosting ordinance which makes it unlawful for
adults to allow underage youth (other than their own children) to drink alcohol in their home.”
b. “I believe it is okay for high school youth the drink at parties if they don’t get drunk.”
21.
Adult beliefs about youth alcohol use
Strongly
agree/agree
Neither agree
nor disagree
Strongly
disagree/disagree
a. My community should adopt a local social
hosting ordinance which makes it unlawful for
adults to allow underage youth (other than their
own children) to drink alcohol in their home
45.3%
38.3%
16.6%
b. I believe it is okay for high school youth the
drink at parties if they don’t get drunk
11.7%
6.6%
81.8%
34
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2 | SOCIAL ACCESS/AVAILABILITY
INDICATOR:
2m-2n. Appropriate age-of-first-drink: Adults’ perceptions
What source do I use?
Positive Community Norms Community Readiness Survey
Where can I find it?
You will be given the results from this survey at the Positive Community Norms training in early
May 2012.
Special instructions
Fill in Table 22 with the percentages of survey respondents who responded “15 or younger,”
“16-17,” and “18-20” to the statements below. You will need to add together all of these
percentages to get your total for under 21 years.
a. “Whether or not you are a parent, at what age would you allow your child to first drink
alcohol, other than for religious purposes?”
b. “How do you think most adults (age 21 and older) in your community would respond to the
same question: ‘At what age would you allow your child to first drink alcohol, other than for
religious purposes?’”
22.
Appropriate age-of-first-drink: Adults’ perceptions
Percent indicating
younger than 21 years
a. Whether or not you are a parent, at what age would you allow your child
to first drink alcohol, other than for religious purposes?
44.2%
b. How do you think most adults (age 21 and older) in your community
would respond to the same question: “At what age would you allow your
child to first drink alcohol, other than for religious purposes?”
62.7%
35
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2 | SOCIAL ACCESS/AVAILABILITY
INDICATOR:
2o. Social Host Ordinance instituted
What source do I use?
Wilder Research will collect this information from local law enforcement on your behalf.
Where can I find it?
Wilder Research will help compile this information for the purposes of this workbook. We will
provide information on how to gather this information at a future training.
Special instructions
Please use the results you receive from Wilder Research to answer the question below.
Is there a Social Host Ordinance in effect in your community?
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Needs assessment workbook | Wilder Research

Yes
X
No
2 | SOCIAL ACCESS/AVAILABILITY
INDICATOR:
2p. Youth perceptions of ease of obtaining alcohol
What source do I use?
Wilder Research will work with your coalition to conduct a web survey to collect this data from youth.
Where can I find it?
Wilder Research will provide links to this survey in Survey Monkey. You will be able to access
your own data at any time. The protocol for this survey will be posted on EvaluATOD. See
Appendix C to preview the survey.
Special instructions
Fill in Table 23 with the percentages of survey respondents who responded “1,” “2,” “3,” “4,”
and “5” to the questions:
a.
“On a scale from 1 to 5 with 1 being “very easy” and 5 being “very difficult,” how easy do
you think it is for young people to get alcohol in your community?”
b. “On a scale from 1 to 5 with 1 being “not a problem at all” and 5 being “a very big problem,”
how much of a problem do you think underage drinking is in your community?”
c. “On a scale from 1 to 5 with 1 being “not at all important” and 5 being “extremely important,”
how important do you think reducing underage drinking is to the adults in your community?”
Your “N” will be the total number of people who answered each question.
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2 | SOCIAL ACCESS/AVAILABILITY
23.
Youth survey results
a. How easy do you think it is for
young people to get alcohol in
your community?
N=94
b. How much of a problem do you
think underage drinking is in
your community?
N=94
c. How important do you think
reducing underage drinking is to
the adults in your community?
N=92
Very easy
Very difficult
1
2
3
4
5
20.2%
37.2%
26.6%
12.8%
3.2%
Not a
problem at all
A very big
problem
1
2
3
4
5
4.3%
13.8%
28.7%
34%
19.1%
Not at all
important
Extremely
important
1
2
3
4
5
5.4%
10.9%
43.5%
18.5%
21.7%
Fill in Table 24 with the top ten most frequent responses to the question “how do you think
young people are getting alcohol?” Please see Appendix D for instructions on how to analyze
and report open-ended question responses.
24.
Top ten most frequent responses to “how do you think young people are getting
alcohol?”
1.
From Older Friends
6.
Other Relative
2.
Parents
7.
Access
3.
Adults
8.
Other Friends parents
4.
Older Sibling
9.
Buy at the store
5.
Stealing
10.
Served at Bar
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2 | SOCIAL ACCESS/AVAILABILITY
Social access/availability summary
What did you learn about the social access/availability of alcohol in your community by
filling out this section? Was there anything you found particularly surprising or interesting?
The two main reasons cited for where youth are getting alcohol older friends and parents
prevailed in frequency. I thought it was interesting that so many parents in the community
were giving access of alcohol to their children.
There was some interesting/ eye opening information in this section. First, it is not surprising
that more 9th graders get their alcohol from home/ parents than 12th graders. What was a bit
surprising was that adult survey respondent’s felt 20% of kids get their alcohol from parents
(a significantly lower percentage than other sources). This may be a significant teachable
moment with parents, especially when it comes to alcohol availability in the home with
younger kids (9th). Another interesting stat was that although strong support for a social host
ordinance was less than 50% (45%) there seemed to be a large number of respondents in the
undecided (neither agree or disagree) category (38%). Even if 2/3 of the “undecided”
respondents could be convinced that a social host ordinance would be a good thing that
would increase those in favor of a social host ordinance to nearly 75%. Anecdotally I have
heard that in some cases where social host ordinances met strong opposition or did not pass o
voters/ policy makers did not having accurate information regarding social host. Perhaps a
first step to sway some undecided about social host to support it would be an information/
education campaign. Lastly I was a bit surprised by the large percentage of respondents who
said they would let their child drink alcohol before they were 21: 44%. It would be very
interesting to find out why such a large percentage feel this is okay.
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2 | SOCIAL ACCESS/AVAILABILITY
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3 | ENFORCEMENT AND COURTS
INTERVENING VARIABLE 3: ENFORCEMENT AND COURTS
Studies have shown that as the perceived likelihood of being detected, arrested, or cited for
violations increases, compliance increases. Consistent enforcement of ATOD laws, along with
penalties for sales, has been found to reduce underage drinking, whereas as lack of adequate
penalties is found to be associated with increased underage drinking (Birckmayer et al., 2004).
The following indicators will be exampled to explore enforcement of ATOD regulations and
laws in your community:
Indicators
Data Sources
3a. Number of underage consumption citations issued
Law enforcement data
3b. Number of adult provider tickets issued
3c. Number of citations of social host ordinance
3d. Number of adult provider charges
Court data
3e. Number of adult provider court convictions
3f. Laws and policies in place in communities
Wilder Research policy review
3g. Policies in place in schools
3h. Training for law enforcement on alcohol issues
Interview or survey with law
enforcement
3i. Adults’ belief that community high schools should enforce
policies which restrict participation in activities and athletics
for students found guilty of underage drinking
Positive Community Norms
Community Readiness Survey
3j. Adults’ belief that local law enforcement agencies should
strongly enforce laws regulating alcohol use by youth under
age 21
3k. Adults’ perception that local law enforcement agencies do
strongly enforce laws regulating alcohol use by youth under
age 21
3l. Adults’ belief that adults who supply alcohol to youth under
age 21 in violation of Minnesota law should be arrested and
prosecuted
3m. Adults’ perception that adults in my community who supply
alcohol to youth under age 21 in violation of Minnesota law
are arrested and prosecuted
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INDICATOR:
3a-3c. Number of alcohol-related citations issued
What source do I use?
For the purposes of this workbook you will use the data you collect from law enforcement to
submit to Wilder Research for the quarter ranging from January to March 2012.
Note: You will need to collect this data on an ongoing basis, but only one quarter will be
included in this workbook.
Where can I find it?
You can find this information on the data collection form you submitted to Wilder Research.
Special instructions
Fill in the Table 25 below based on the information on citations that you collected from law
enforcement and submitted to Wilder Research.
25.
Number of alcohol-related citations given
Youth
Number
Number of underage consumption citations issued for youth under 18
8
Number of underage consumption citations for youth 18 to under 21
6
Adult providers
Number
Number of adult provider citations/complaints (“long-forms”) issued MN
Statute 340A.503 Subd 2(1); 340A.503 Subd 2(3); or 340A.702 Subd 8
Missing
Social host ordinance
Number
Number of citations for violations of social host ordinance
Note: Please skip if no social host ordinance is in place in your community.
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3 | ENFORCEMENT AND COURTS
INDICATOR:
3d-3e. Number of adult provider court charges
What source do I use?
Court data collected by Wilder Research from the Minnesota Court Administrator’s Office for 2011.
Where can I find it?
Wilder Research will provide the information you need to answer the questions below.
Special instructions
Fill in the Table 26 below based on the information you receive from Wilder Research.
26.
Number of adult provider court charges
Number of
charges
File/Disposition
Continued for dismissal
Convicted
2
Dismissed
1
Diversion
Stay of adjudication
Filing
3
Total
number
2011 adult provider
Court charges
3
Court convictions
2
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INDICATOR:
Where can I find it?
Mille Lacs County ordinances available online: http://www.co.millelacs.mn.us/vertical/sites/%7BC9C389E6-53AB-4A89-94CAD3EE1F5EB922%7D/uploads/%7BBC0A9959-49B3-40E3-9B88-08FCC1DC514A%7D.PDF
Wahkon does not have any community polices or ordinances in addition to State law. Spoke
with City Clerk Karrie Roeschlein.
Isle ordinances were e-mailed to Wilder Research by Jamie Hubbell of the City Clerk’s office.
Ordinances are attached.
INDICATOR: Local laws, polices and ordinances in place beyond the laws set by the State of Minnesota.
Mille Lacs County
Liquor licensing and permits
Mille Lacs has a liquor ordinance related to intoxicating liquor and 3.2% malt liquor (liquor) licensing,
including details about definitions of key terms, the types of licenses available, terms and expiration of
licenses, kinds of liquor licenses, license fees, the application process, transfer of license, hearings and
issuances, restrictions on issuance, and conditions of license. Restrictions on purchase and consumption
are also provided.
No applicant has a right to a license. The City Council in its sound discretion may either grant or deny
any license.
For each violation of a statute, regulation, or ordinance related to alcoholic beverages, the board may
either suspend for up to 60 days and/or administrative penalties up to $2,000. For a fifth violation in a
two year period, the license is revoked. The section details different penalties based on the number of
violations that occurred (one, two, three, four or five) within a two year period.
A person who violates the provision(s) of the ordinance is guilty of a misdemeanor and upon conviction
shall by punished as provided by law. Upon conviction, they will be fined $1,000 or sentenced to up to
90 days in prison or both.
Access to alcohol
No person shall consume liquor in a public park, on any public street, sidewalk, parking lot or alley, or in
any public place other than a licensed establishment. No person shall consume alcoholic beverages in the
parking area adjacent to the licensed establishment at any time.
Patrons may not have access to/consume alcohol in an on-sale establishment more than 30 minutes after
the time when a sale can legally occur.
No person, other than the licensee and any employee, shall remain on the on-sale licensed premises more
than 30 minutes after the time when a sale can legally occur.
Violation of any hours and days of sale rules may be grounds for revocation or suspension of the license.
No person under the age of 18 can be employed in an establishment where liquor is sold except as a
musician or to provide bus person or dishwashing services in a multi-purpose room in which food is also
sold.
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No person under the age of 21 years may enter a licensed establishment except to work, consume meals
on premises that qualify as a restaurant, or attend social functions that are held in a portion of the
premises where liquor is not sold.
Hours of sale of on-sale establishments cannot be made from 1:00AM through 8:00 AM Monday through
Saturday and 1:00AM and 10:00 on Sundays. Off-sale establishments cannot sell between 10:00PM and
8:00AM Monday through Saturday, on Sundays, Christmas Day (12/25) or Christmas Eve (12/24 after
8:00PM).
License holders are encouraged to train all employees through an alcohol awareness program.
Law enforcement officers or other designated employees of the County will periodically preform alcohol
compliance checks.
Promotion and advertising
“On-sale” establishments cannot display liquor during times when the sale of liquor is prohibited.
Isle
Liquor licensing and permits
Isle has a liquor regulation related to intoxicating liquor and 3.2% malt liquor (liquor) licensing, including
details about definitions of key terms, the types of licenses available, terms and expiration of licenses,
kinds of liquor licenses, license fees, the application process, transfer of license, hearings and issuances,
restrictions on issuance, and conditions of license. Restrictions on purchase and consumption are also
provided.
Nudity is prohibited on the premises of any establishment with a liquor license. A violation is a
misdemeanor punishable by law.
The number of liquor licenses is limited to the number allowed when this ordinance was created, even if
the State has increased the number since. There is a local process by which the number can be increased.
All available liquor licenses do not need to be issued.
No applicant has a right to a license. The City Council in its sound discretion may either grant or deny
any license.
For each violation of a statute, regulation, or ordinance related to alcoholic beverages, the board may
either suspend for up to 60 days or revoke any license. The minimum periods of suspension are provided
for one, two, or three violations in a three year period. In addition, the City Council selects which day(s)
the suspension occurs. For a fourth violation in a three year period, the license is revoked.
Access to alcohol
No person shall consume liquor in a public park, on any public street, sidewalk, parking lot or alley, or in
any public place other than a licensed establishment.
Patrons may not have access to/consume alcohol in an on-sale establishment more than 30 minutes after
the time when a sale can legally occur.
No person, other than the licensee and any employee, shall remain on the on-sale licensed premises more
than 30 minutes after the time when a sale can legally occur.
Violation of any hours and days of sale rules may be grounds for revocation or suspension of the license.
No person under the age of 18 can be employed in an establishment where liquor is sold except as a
musician or to provide bus person or dishwashing services in a multi-purpose room in which food is also
sold.
No person under the age of 21 years may enter a licensed establishment except to work, consume meals
on premises that qualify as a restaurant, or attend social functions that are held in a portion of the
premises where liquor is not sold.
Licensed establishments cannot be within 500 feet of any school or church.
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Promotion and advertising
None found
Wahkon
The city of Wahkon does not have any policies or ordinances that extended beyond the State laws to
regulate alcohol sales access or use in the community. During Wahkon Days there is a beer wagon that
the city runs and they are careful to card everyone, but there are no formal policies in place.
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3g. Policies in place in schools
Where can I find it?
Onamia Public School policies are available online:
http://www.onamia.k12.mn.us/District_Office_files/Onamia%20Wellness%20Policy.pdf
Isle Public Schools polices are available online:
http://www.isle.k12.mn.us/elementary/exsted/HS%20webpage/HS%20Webpage%20Domain/HS
_Web_Domain/HS_Web_Domain/Parent_Student_Resources_files/11_12%20Student%20handb
ook.pdf
Nay Ah Shing Schools polices are available online:
http://www.nas.k12.mn.us/ourschool/NAS_Student_handbook.pdf
INDICATOR: Alcohol or substance abuse policies in schools beyond the State laws.
Three questions from the School Health Policies and Practices Study (SHPPS) along with an
additional question about the athletic guidelines were used to indicate the current standing of the
school policy. A self-assessment guide is available for a more detailed assessment here:
http://www.maine.gov/dhhs/osa/prevention/schoolcollege/SAPolicyGuiderev2011.pdf
Onamia, Isle and Nay Ah Shing School Districts
Onamia
Isle Public
Schools
Nay Ah
Shing
School
Has the school adopted a policy
prohibiting alcohol use by students
on school property?
Yes
Yes
Yes
Has the school adapted a policy
prohibiting alcohol use by students at
off-campus, school-sponsored
events?
Yes
Yes
No
Does this school’s policy include
guidelines on what actions the school
should take when students are caught
drinking?
Yes
No
Yes
In addition to State laws, does this
school’s policy include guidelines on
alcohol use in athletic programs?
No
Yes
No
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3h. Training for law enforcement on alcohol issues
What source do I use?
Interviews completed by Wilder Research with law enforcement personnel.
Mille Lacs County sheriff’s office: Spoke with Sheriff Brent Lindgren. No formal policies
around training of law enforcement officials although there are trainings on gambling,
department policies and procedures that occur informally.
Onamia Police Department: Spoke with the dispatcher. No formal policies around training of
law enforcement officials. Some informal training may occur as issues arise.
Isle Police Department: No formal policies around training of law enforcement officials.
3i-3m. Adult beliefs about enforcement
What source do I use?
Positive Community Norms Community Readiness Survey
Where can I find it?
You will be given the results from this survey at the Positive Community Norms training in early
May 2012.
Special instructions
Fill in Table 27 with the percentages of survey respondents who responded “Strongly agree” and
“agree,” “Neither agree nor disagree,” and “Strongly disagree” and “Disagree” to the statements
below. You will need to add together the percentages for “Strongly agree” and “agree” and
“Strongly disagree” and “Disagree”.
a. “High schools in my community should enforce policies which restrict participation in
activities and athletics for students found guilty of underage drinking”
b. “I believe local law enforcement should strongly enforce laws regulating alcohol use by
youth under age 21”
c. “I believe local law enforcement do strongly enforce laws regulating alcohol use by youth
under age 21”
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3 | ENFORCEMENT AND COURTS
d. “I believe adults who supply alcohol to youth under age 21 in violation of Minnesota law
should be arrested and prosecuted”
e. “I believe adults in my community who supply alcohol to youth under age 21 in violation of
Minnesota law are arrested and prosecuted”
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27.
Adult beliefs about enforcement
Strongly
agree/agree
Neither agree
nor disagree
Strongly
disagree/disagree
a. High schools in my community should
enforce policies which restrict participation
in activities and athletics for students found
guilty of underage drinking
89.5
6.2
4.2
b. I believe local law enforcement should
strongly enforce laws regulating alcohol use
by youth under age 21
91.8
5.1
3.1
“I believe local law enforcement do strongly
enforce laws regulating alcohol use by youth
under age 21”
72.9
19.6
7.4
I believe adults who supply alcohol to youth
under age 21 in violation of Minnesota law
should be arrested and prosecuted
84
12.1
3.9
66.8
20.3
12.8
c.
d.
e. I believe adults in my community who
supply alcohol to youth under age 21 in
violation of Minnesota law are arrested and
prosecuted
Special instructions
Copy the information you receive from Wilder Research into this section of the workbook.
Enforcement summary
What did you learn about the enforcement of alcohol laws and policies in your community by
filling out this section? Was there anything you found particularly surprising or interesting?
The data shows that citizens feel that the laws should be enforced more than they are.
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4 | COMMUNITY NORMS
INTERVENING VARIABLE 4: COMMUNITY NORMS
A community norm is a belief or behavior held or exhibited by over half of the community. This
workbook will focus on community norms surrounding the acceptability or unacceptability of
behaviors and attitudes related to youth ATOD use as well as the behavioral norms of substance
use within the community. “Community” is defined broadly and can mean a geographic area, a
culture, or a family. Studies have indicated that individuals living in environments in which
excessive drinking is considered socially acceptable tend to consume more alcohol (Birckmayer
et al., 2004).
The following indicators will help you explore community norms in your area:
Indicators
Data Sources
4a. Students’ perception that alcohol or drug use is a
problem at school
Minnesota Student Survey
4b. Adults’ perception of how many days most youth in
grades 9-12 in their community had one or more drinks of
an alcoholic beverage during the past 30 days
Positive Community Norms Community
Readiness Survey
4c. Adults concerned about the harm from underage drinking
within the community
4d. Adults’ belief that they have a responsibility for the health
and well-being of youth in their community
4e. Adults’ belief that alcohol use is not essential for the
enjoyment of social events
4f. Adults’ belief that alcohol use is not essential for the
enjoyment of family gatherings
4g. Adults’ belief that parents should not let their underage
children drink alcohol at home
4h. Adults’ perception that youth risk harming themselves if
they drink alcohol
4i. Adults’ disapproval of high school youth drinking alcohol
4j. Adults’ belief that high school youth should be able to
drink as long as they don’t drive afterward
4k. Adults’ belief that it is possible to reduce alcohol and
other drug problems through prevention
4l. Adults’ belief that high schools should engage in
appropriate activities to reduce underage drinking among
students
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INDICATOR:
4a. Students’ perception that alcohol or drug use is a problem at school
What source do I use?
The Minnesota Student Survey- Table 5 for all years
Where can I find it?
Data tables will be provided for you. See Appendix E if you would like instructions on how to
access the tables on your own.
Special instructions
Fill in Table 28 with the percentages for each grade and gender that responded either “Strongly
agree” or “Agree” to the statement “Student use of alcohol or drugs is a problem at this school.” To
do this, you will need to add together the percent of respondents who answered “Strongly agree”
and the percent of respondents who answered “Agree.”
28a. Students’ perception that alcohol or drug use is a problem at school: Onamia
2001
2004
2007
2010
45%
47%
45%
43%
6th Grade
31%
27%
45%
42%
9th Grade
76%
74%
79%
74%
12th Grade
82%
66%
-
71%
Statewide
Onamia
28b. Students’ perception that alcohol or drug use is a problem at school: Isle
2004
2007
2010
47%
45%
43%
6th Grade Male
38%
56%
31%
9th Grade Female
76%
61%
45%
12th Grade Male
43%
77%
-
Statewide
Isle
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INDICATOR:
4b. Adults’ perception of how many days most youth in grades 9-12 in
their community had one or more drinks of an alcoholic beverage in the
past 30 days
What source do I use?
Positive Community Norms Community Readiness Survey
Where can I find it?
You will be given the results from this survey at the Positive Community Norms training in early
May 2012.
Special instructions
Fill in Table 29 with the percentages of survey respondents who responded “0 (zero) days,” and
“1 or more days.” You will need to add together the percentages for “1-2 days,” “3-5 days,” “6-9
days,” “1-19 days,” “20-29 days,” and “All 30 days.”
29.
Adults’ perception of how many days most youth (9-12) had alcohol in the past 30
days
Percent
0 (zero) days
11.7
1 or more days
88.3
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4 | COMMUNITY NORMS
INDICATOR:
4c-4l. Adult beliefs and perceptions about youth alcohol use
What source do I use?
Positive Community Norms Community Readiness Survey
Where can I find it?
You will be given the results from this survey at the Positive Community Norms training in early
May 2012.
Special instructions
Fill in Table 30 with the percentages of survey respondents who responded “Strongly agree” and
“Agree,” “Neither agree nor disagree,” and “Strongly disagree” and “Disagree” to the statements
below. You will need to add together the percentages for “Strongly agree” and “Agree” and
“Strongly disagree” and “Disagree”.
a. “I am concerned about the harm from underage drinking in my community”
b. “I have a responsibility for the health and well-being of youth in my community”
c. “Alcohol use is NOT essential for the enjoyment of social events”
d. “Alcohol use is NOT essential for the enjoyment of family gatherings”
e. “Parents should not let their underage children drink at home”
f. “High school youth risk harming themselves (physically or in other ways) if they drink
alcohol (other than for religious purposes or at a ceremony)”
g. “I disapprove of high school youth drinking alcohol (other than for religious purposes or at a
ceremony)”
h. “I believe high school youth should be able to drink as long as they don’t drive afterwards”
i. “I believe it is possible to reduce alcohol and other drug problems through prevention”
j. “High schools in my community should engage in appropriate activities to reduce underage
drinking about their students”
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30.
PCN Community Readiness Survey Results
Strongly
agree/agree
Neither agree
nor disagree
Strongly
disagree/disagree
10.8%
3.9%
65.9%
22%
12.1%
84.5%
12.8%
2.7%
86%
11.3%
2.7%
79.2%
13.9%
6.9%
89.1%
7%
3.9%
g. I disapprove of high school youth drinking
alcohol (other than for religious purposes
or at a ceremony)
90%
7.4%
2.7%
h. I believe high school youth should be able
to drink as long as they don’t drive
afterwards
12.5%
8.9%
78.6%
I believe it is possible to reduce alcohol
and other drug problems through
prevention
73.6%
20.6%
5.8%
High schools in my community should
engage in appropriate activities to reduce
underage drinking among their students
89.6%
8.5%
2%
a. I am concerned about the harm from
underage drinking in my community
b. I have a responsibility for the health and
well-being of youth in my community
c.
Alcohol use is NOT essential for the
enjoyment of social events
d. Alcohol use is NOT essential for the
enjoyment of family gatherings
e. “Parents should not let their underage
children drink at home”
f.
i.
j.
High school youth risk harming themselves
(physically or in other ways) if they drink
alcohol (other than for religious purposes
or at a ceremony)
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85.3%
4 | COMMUNITY NORMS
Community norms summary
What did you learn about the community norms surrounding alcohol in your community by
filling out this section? Was there anything you found particularly surprising or interesting?
Very Positive Responses.
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5 | INDIVIDUAL FACTORS
INTERVENING VARIABLE 5: INDIVIDUAL FACTORS
Individual factors affecting ATOD use include biological factors, socioeconomic factors, and
individual attitudes, beliefs, and perceptions around alcohol use and drug use. The indicators
selected for this category primarily focus on individual attitudes and perceptions, as there is little
your coalition can do to change biological and socioeconomic factors (Birckmayer et al., 2004).
The following indicators will help you assess the impact of individual factors on youth alcohol
use in your community:
Indicators
Data Sources
5a. Youth perception of parents’/guardians’ disapproval
Minnesota Student Survey
5b. Youth perception of harm from binge drinking
5c. Alcohol perceived to be less harmful than other drugs
5d. Age of first drink
5e. Primary source of information about alcohol
5f. Students reporting that alcohol use by any family member has
caused family problems
5g. Student has talked to parents about alcohol or drugs
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5 | INDIVIDUAL FACTORS
INDICATOR:
5a. Youth perception of parents’ or guardians’ disapproval
What source do I use?
The Minnesota Student Survey  Table 38
Where can I find it?
Data tables will be provided for you. See Appendix E if you would like instructions on how to
access the tables on your own.
Special instructions
Fill in Table 31 with the percentages for each grade and gender that responded either “They
would strongly disapprove” or “They would disapprove” to the question “How do you think your
parents or guardians would feel if you drank alcohol?” To do this, you will need to add together
the percent of respondents who answered “They would strongly disapprove” and the percent of
respondents who answered “They would disapprove.”
31.
Youth perception of parents’/guardians’ disapproval or strong disapproval: Onamia
2010*
Statewide
89%
Onamia
6th Grade
82%
9th Grade
86%
12th Grade
63%
31.
Youth perception of parents’/guardians’ disapproval or strong disapproval: Isle
2010*
Statewide
89%
Isle
6th Grade
96%
9th Grade
91%
*New question in 2010
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INDICATOR:
5b. Youth perception of harm from binge drinking
What source do I use?
The Minnesota Student Survey  Table 39 for both 2007 and 2010
Where can I find it?
Data tables will be provided for you. See Appendix E if you would like instructions on how to
access the tables on your own.
Special instructions
Fill in Table 32 with the percentages for each grade and gender that responded either “Moderate
risk” or “Great risk” to the question “How much do you think people risk harming themselves
physically or in other ways if they have five drinks of an alcoholic beverage once or twice a
week?” To do this, you will need to add together the percent of respondents who answered
“Moderate risk” and the percent of respondents who answered “Great risk.”
32a. Youth perception of harm from binge drinking: Onamia
Statewide
2007*
2010
81%
81%
Onamia
6th Grade
67%
69%
9th Grade
62%
76%
12th Grade
73%
32b. Youth perception of harm from binge drinking: Isle
Statewide
2007*
2010
81%
81%
Isle
6th Grade
85%
80%
9th Grade
68%
75%
12th Grade
54%
*New question in 2007
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5 | INDIVIDUAL FACTORS
INDICATOR:
5c. Alcohol perceived to be less harmful than other drugs
What source do I use?
The Minnesota Student Survey  Table 39 for both 2007 and 2010
Where can I find it?
Data tables will be provided for you. See Appendix E if you would like instructions on how to
access the tables on your own
Special instructions
Fill in Tables 33 and 34 with the percentages for each grade and gender that perceived the harm
from binge drinking-five or more drinks at one time* to be less than that of cigarettes and
marijuana.
Note: This is not a standard variable in the Minnesota Student Survey, but was specifically
requested for the purposes of this workbook.
33a. Alcohol perceived to be less harmful than other drugs: Cigarettes: Onamia
2007*
2010
All P&I Communities
Onamia
6th Grade
67.4%
65.9%
9th Grade
43.6%
52.9%
12th Grade
*
100%
34a. Alcohol perceived to be less harmful than other drugs: Marijuana: Onamia
2007*
2010
All P&I Communities
Onamia
6th Grade
60.5%
50%
9th Grade
38.5%
50%
12th Grade
*
10%
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33b. Alcohol perceived to be less harmful than other drugs: Cigarettes: Isle
2007*
2010
All P&I Communities
Isle
6th Grade
67.5%
75.6%
9th Grade
60%
72.7%
12th Grade
63.6%
-
34b. Alcohol perceived to be less harmful than other drugs: Marijuana: Isle
2007*
2010
All P&I Communities
Isle
6th Grade
85%
68.9%
9th Grade
64.7%
60.6%
12th Grade
54.5%
*New question in 2007
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5 | INDIVIDUAL FACTORS
INDICATOR:
5d. Age of first drink
What source do I use?
The Minnesota Student Survey  Table 30 for both 2007 and 2010
Where can I find it?
Data tables will be provided for you. See a Appendix E if you would like instructions on how to
access the tables on your own.
Special instructions
Fill in Table 34 with the percentages for each grade and gender that responded “10 years old or
younger,” “11 years,” “12 years,” or “13 years” to the question “How old were you when you had
your first drink of alcohol other than a few sips?” For each grade and gender, you will need to add
together the percentages of youth that answered “10 years old or younger,” “11 years,” “12 years,”
and “13 years” to get the total percentage of students who had their first drink at age 13 or younger.
35a. Age of first drink: 13 years and younger: Onamia
Statewide
2007*
2010
23%
20%
Onamia
6th Grade
39%
40%
9th Grade
68%
54%
12th Grade
-
41%
35b. Age of first drink: 13 years and younger: Isle
Statewide
2007*
2010
23%
20%
Isle
6th Grade Male
38%
22%
9th Grade Female
47%
37%
12th Grade Male
34%
*New question in 2007
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-
5 | INDIVIDUAL FACTORS
INDICATOR:
5e. Primary source of information about alcohol
What source do I use?
The Minnesota Student Survey  Table 20 for all years
Where can I find it?
Data tables will be provided for you. See Appendix E if you would like instructions on how to
access the tables on your own.
Special instructions
Fill in Tables 35-39 with the percentages for each grade and gender that responded with the
answer indicated in the table heading (either “Friends or peers,” “Parents,” “School, teachers, or
counselors,” “TV/radio/magazines/newspapers/books,” or “Religious/community groups”) to
the question “Where have you received most of your information about alcohol and other drugs?”
36a. Primary source of information about alcohol: Friends or peers: Onamia
Statewide
2001
2004
2007
2010
59%
58%
54%
53%
Onamia
6th Grade
34%
40%
30%
24%
9th Grade
67%
71%
73%
65%
12th Grade
68%
62%
-
81%
37a. Primary source of information about alcohol: Parents: Onamia
Statewide
2001
2004
2007
2010
54%
54%
56%
53%
Onamia
6th Grade
60%
56%
50%
65%
9th Grade
57%
58%
60%
59%
12th Grade
41%
62%
-
55%
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5 | INDIVIDUAL FACTORS
38a. Primary source of information about alcohol: School, teachers, or counselors:
Onamia
Statewide
2001
2004
2007
2010
65%
65%
66%
64%
Onamia
6th Grade
81%
72%
73%
78%
9th Grade
76%
62%
55%
62%
12th Grade
45%
65%
58%
39a. Primary source of information about alcohol:
TV/radio/magazines/newspapers/books: Onamia
Statewide
2001
2004
2007
2010
46%
42%
38%
33%
Onamia
6th Grade
32%
34%
39%
28%
9th Grade
41%
40%
25%
32%
12th Grade
32%
42%
-
42%
40a. Primary source of information about alcohol: Religious/community groups:* Onamia
2007
2010
11%
10%
6th Grade Male
7%
2%
9th Grade Female
8%
6%
-
0%
Statewide
Onamia
12th Grade Male
*New response option in 2007
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5 | INDIVIDUAL FACTORS
36b. Primary source of information about alcohol: Friends or peers: Isle
Statewide
2004
2007
2010
58%
54%
53%
Isle
6th Grade
35%
37%
26%
9th Grade
72%
59%
64%
12th Grade
50%
91%
-
37b. Primary source of information about alcohol: Parents: Isle
Statewide
2004
2007
2010
54%
56%
53%
Isle
6th Grade
61%
56%
46%
9th Grade
48%
49%
67%
12th Grade
46%
36%
-
38b. Primary source of information about alcohol: School, teachers, or counselors: Isle
Statewide
2004
2007
2010
65%
66%
64%
Isle
6th Grade Male
82%
73%
67%
9th Grade Female
72%
41%
64%
12th Grade Male
58%
59%
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-
5 | INDIVIDUAL FACTORS
39b. Primary source of information about alcohol:
TV/radio/magazines/newspapers/books: Isle
Statewide
2004
2007
2010
42%
38%
33%
Isle
6th Grade
43%
20%
11%
9th Grade
59%
22%
31%
12th Grade
29%
23%
-
40b. Primary source of information about alcohol: Religious/community groups*: Isle
2007
2010
11%
10%
6th Grade
12%
9%
9th Grade
3%
6%
12th Grade
0%
-
Statewide
Isle
*New response option in 2007
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5 | INDIVIDUAL FACTORS
5f. Students reporting that alcohol use by any family member repeatedly
caused family, health, job, or legal problems
What source do I use?
The Minnesota Student Survey- Table 12 for 2001 and 2004, and in Table 13 for 2007 and 2010
Where can I find it?
Data tables will be provided for you. See Appendix E if you would like instructions on how to
access the tables on your own.
Special instructions
Fill in Table 40 with the percentages for each grade and gender that responded “Yes” to the question
“Has alcohol use by any family member repeatedly caused family, health, job, or legal problems?”
41a. Students reporting that alcohol use by any family member repeatedly caused family,
health, job, or legal problems: Onamia
2001
2004
2007
2010
17%
17%
15%
14%
6th Grade
26%
45%
23%
32%
9th Grade
29%
39%
36%
26%
12th Grade
18%
32%
-
45%
Statewide
Onamia
41b. Students reporting that alcohol use by any family member repeatedly caused family,
health, job, or legal problems: Isle
2004
2007
2010
17%
15%
14%
6th Grade
27%
28%
24%
9th Grade
29%
24%
17%
12th Grade
26%
19%
-
Statewide
Isle
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5 | INDIVIDUAL FACTORS
INDICATOR:
5g. Students reporting that, during the last 12 months, they have talked
with at least one parent about the dangers of tobacco, alcohol or drug use
What source do I use?
The Minnesota Student Survey- Table 38 for both 2007 and 2010
Where can I find it?
Data tables will be provided for you. See Appendix E if you would like instructions on how to
access the tables on your own.
Special instructions
Fill in Table 41 with the percentages for each grade and gender that responded “Yes” to the
question “During the last 12 months, have you talked with at least one of your parents (or
guardians) about the dangers of tobacco, alcohol, or drug use?”
42a. Students reporting that, during the last 12 months, they have talked to at least one
parent (or guardian) about the dangers of tobacco, alcohol, or drug use: Onamia
2007*
2010
53%
51%
6th Grade
39%
48%
9th Grade
31%
54%
12th Grade
-
37%
Statewide
Onamia
42b. Students reporting that, during the last 12 months, they have talked to at least one
parent (or guardian) about the dangers of tobacco, alcohol, or drug use: Isle
2007*
2010
53%
51%
6th Grade
55%
50%
9th Grade
39%
42%
12th Grade
36%
-
Statewide
Isle
*New question in 2007
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5 | INDIVIDUAL FACTORS
Individual factors summary
What did you learn about how individual factors might affect alcohol consumption in your
community by filling out this section? Was there anything you found particularly surprising
or interesting?
The negative impact of alcohol on the family structure is prominent.
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6 | PROMOTION/PRICING
6. PROMOTION/PRICING
Retailers conduct alcohol promotions to increase the attractiveness of drinking. These types of
promotions are especially effective on youth. Research has indicated that youth have high recall
of alcohol advertising and that their perceptions of the effects of alcohol can be influenced by
advertising. Additionally, studies have shown that increased exposure to alcohol advertising is
associated with increased consumption in general, and with heavy or hazardous drinking in
particular. The reverse has also been shown to be true; advertising bans are associated with
reduced consumption and alcohol-related problems (Birckmayer et al., 2004).
The following indicators will help you assess how promotion and pricing influence youth alcohol
use in your community:
Indicators
Data Sources
6a. Advertisements for alcohol at local events
Environmental scan
6b. Number/percent of community events that include youth
activities and have alcohol-related sponsors
INDICATOR:
6a-6b. Advertisements for alcohol at local events/alcohol-related sponsors
at local events
What source do I use?
Calls to the coordinators of local events that took place in your community within the past year.
Please see Appendix B for criteria about the types of events that should be included.
Where can I find it?
You will gather this information through phone calls to event coordinators in your community.
There is a protocol for making these phone calls in Appendix B.
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6 | PROMOTION/PRICING
Special instructions
After calling coordinators of local events, summarize the findings by answering the questions below.
1. Number of community events
7
2. Number of these community events that had
advertisements for alcohol
6
3. Percent of community events that had
advertisements for alcohol (divide answer to
question 2 by answer to question 1)
86%
4. Number of these community events that have
alcohol-related sponsors
4
5. Percent of community events that have alcoholrelated sponsors (divide answer to question 4 by
answer to question 1)
57%
Promotion/pricing summary
What did you learn about alcohol promotion and pricing in your community by filling out
this section? Was there anything you found particularly surprising or interesting?
Alcohol promotion of community events not surprising.
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6 | PROMOTION/PRICING
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APPENDIX
APPENDICES
Appendix A: Protocol for collecting information about Responsible Beverage Server Trainings
Appendix B: Protocol for collecting information about alcohol advertising and sponsorship at
community events
Appendix C: Youth web survey
Appendix D: Analyzing and reporting open-ended question responses
Appendix E: Accessing secondary (existing) data sources
Appendix F: Locating Minnesota Student Survey tables
Appendix G: Minnesota liquor license codes and descriptions
Appendix H: References
Appendix I: Journal article
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APPENDIX A
Appendix A: Protocol for collecting information about Responsible
Beverage Server Trainings
Background
Our community recently received a grant from the Minnesota Department of Human Services
Alcohol and Drug Abuse with the goal of reducing youth substance use, particularly youth
alcohol use. Part of this project includes learning what local businesses are doing to train their
staff on serving alcohol responsibly.
You are expected to call every establishment that serves on-sale liquor in your community to
learn what they have in place for server training. You can divide this calling up among coalition
members, if needed. In order to create your list of establishments to call, please use the alcohol
license website found in this workbook to identify all on-sale establishments. Then, once you
have created a list of establishments, you will need to collect their telephone numbers as well.
You can use a table like the one below to organize your list.
Name of
establishment
Type of establishment
Phone number
Notes
Please be aware that business owners are busy and may not have much time available. Try to
avoid calling during peak times, such as between 11 AM and 1 PM or after 4:30 PM. You may
be more successful in reaching a manager during the day than at night.
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APPENDIX A
Call Script
Caller Note: When you initially call, please ask to speak with a manager or owner. Once you
connected with the manager or owner, please follow this script as closely as possible.
Hi, my name is ______________. I am calling from [coalition name] and we are gathering
information from local businesses to learn what kinds of training you provide for your staff on
responsible beverage serving. Our goal is to learn about what is available and being used in our
community, as well as ways that we can better support businesses that are interested in accessing
training for their staff.
I have four quick questions about what your business is currently doing. Are you the person that
I should be speaking to about your establishment’s training practices? If not, who from your
establishment would you suggest I contact about this topic instead of you?
Caller Note: If Yes, proceed with the rest of the questions. If No, ask to speak with the appropriate
person or collect the appropriate person’s contact information so you can call again at another time.
The information you share with me will be put together with information from other businesses
to provide our coalition with information about existing activities and opportunities for
supporting establishments like yours.
1. Do you have a process in place for training your staff on responsible beverage serving?
Caller note: If asked for clarification about what is meant by “responsible beverage
serving,” you can clarify that it includes not serving alcohol to minors and not over-serving
alcohol to patrons of the legal drinking age.
 Yes
 No
IF YES  1a. Please tell me about your process?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
1b. Are these training required for staff?
 Yes
 No
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APPENDIX A
2. In the last year, how many of your staff have been trained on responsible beverage serving?
_____________ (Number of staff)
IF ANY 2a. What types of staff were trained?
 Server
 Manager
 Bartender
 Distributor
 Owner
Event Staff
 Other:________________________
2b. How were they trained? _________________________________________________
2c. Who trained them? ____________________________________________________
2d. How often were the trainings held? _______________________________________
3. Are you familiar with the Responsible Beverage Server Training being offered by our
coalition in conjunction with the Department of Public Safety?
 Yes
 No
3b. Are you interested in receiving more information about these trainings?
 Yes
 No
IF YES  3c. How would you like to receive this information? Caller note: Make sure you
collect the relevant contact information as well.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. Are there any other ways that we can better support your training of staff in serving
beverages responsibly?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Thank you for your time.
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APPENDIX B
Appendix B: Protocol for collecting information about alcohol advertising
at community events
Background
This tool will be used to help identify how often and in what ways alcohol is promoted at
community events, such as fairs, parades, festivals, or sporting events. It will also be used to
identify which community events had alcohol-related sponsors.
You should plan to fill out one form for each community event that meets the following criteria:

It is a public event in which anyone in the community can attend

There are activities offered for youth and/or families

It was held within the past 12 months
Who should fill it out?
Anyone involved with the coalition can fill out this form.
How do we fill it out?
1. You will need to convene your coalition to brainstorm and create a list of community events
that meet the above criteria. This list should include ALL events that meet the criteria. If an
event is recurring (such as a high school sports game), it only needs to be listed once.
2. Coalition members will need to gather contact information for the coordinators of each of
these events. This will likely involve some internet searching.
3. Call each event coordinator using the script below. Fill out a separate information sheet for
each event.
4. Fill in Section 6. Promotion/pricing in your workbook with the information you collected.
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APPENDIX B
Community event information sheet/script
1. Name of the event:
______________________________________________________________
2. Location of the event:
____________________________________________________________
3. Date of the event:
_______________________________________________________________
4. Initials of the person/people collecting information:
____________________________________
Call Script
Caller Note: Please follow this script as closely as possible.
Hi, my name is ______________. I am calling from [coalition name] and we are gathering
information about local community events to learn more about alcohol advertising and
sponsorship.
I have several quick questions about (community event name). Are you the person that I should
be speaking to about the advertisement and sponsorship of this event? If not, who would you
suggest I contact about this topic instead of you?
Caller Note: If Yes, proceed with the rest of the questions. If No, ask to speak with the appropriate
person or collect the appropriate person’s contact information so you can call again at another time.
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APPENDIX B
1. Did this event have activities for youth or families?
 Yes
 No
IF YES  1a. What types of activities?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Did this event have alcohol for sale?
 Yes
 No
IF YES  2a. Was server training required for those selling/serving alcohol at this event?
 Yes
 No
 Don’t know
3. Did this event have alcohol available for free?
 Yes
 No
4. Did this event have specific locations designated for alcohol sales, such as a beer garden or
an adult-only section?
 Yes
 No
5. What was done to keep youth from accessing alcohol at this event?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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APPENDIX B
6. Was this event sponsored in any way by the alcohol industry?
 Yes
 No
7. Was alcohol advertised at this event?
 Yes
 No
Those are all of the questions I have. Thank you for your time!
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APPENDIX C
Appendix C: Youth web survey
Introduction
The [coalition name] is beginning a new project with the Minnesota Department of Human
Services Alcohol and Drug Abuse Division with the goal of helping youth in our community live
safe and healthy lives. Part of this project includes learning more about the youth in our
community. Please take this anonymous survey to tell us more about what youth think. Your
opinions will be combined with the opinions of other students to help us understand how to best
work with youth in this community. Please answer honestly – there are no “right” or “wrong”
answers, we just want to hear what you have to say.
Survey questions
1. What is your age?
 11 and under
 13
 15
 17
 19 and older
 12
 14
 16
 18
2. According to Minnesota Student Survey results some youth are choosing to drink in this
community; why do you think we have underage drinking in [community]?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. On a scale from 1 to 5, with 1 being “very easy” and 5 being “very difficult,” how easy do
you think it is for young people to get alcohol in [community]?
82
1 – Very easy
2
3
4
5- Very difficult





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APPENDIX C
4. How do you think young people are getting alcohol?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
5. On a scale from 1 to 5, with 1 being “not a problem at all” and 5 being “a very big problem,”
how much of a problem do you think underage drinking is in [community]?
Not a problem
at all
A very big
problem
1
2
3
4
5





6. Using a scale from 1 to 5, with 1 being “not at all important” and 5 being “extremely
important,” how important do you think reducing underage drinking is to the adults in your
community?
Not at all
important
83
Extremely
important
1
2
3
4
5





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APPENDIX C
7. What do you think could be done to reduce underage drinking in [community]?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
8. What do you think are some challenges to reducing youth drinking in [community]?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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APPENDIX D
Appendix D: Analyzing and reporting open-ended question responses
Reporting open-ended questions
Some surveys also include open-ended questions, such as questions eliciting suggestions for improvement or level of
interest in participating in an activity. Often open-ended data is used to support other quantitative data. For instance:
Eighty percent of participants in the responsible beverage server training felt that this training will be
beneficial to them in performing their jobs. When asked what they will do differently as a server as a result
of this training, one participant stated, “I will know what to say when I feel someone is too drunk for
another drink” while another said, “I will be more invested in checking IDs from everyone in the bar.”
Open-ended data may be presented with a verbatim list of responses or you may choose to code the responses.
However, you may decide that your open-ended responses are more appropriate for internal use than external
reporting and not report them. It is up to you and the requirements for your reports.
1. Verbatim list
 Open-ended responses can be reported as stand-alone data in the form of a list of verbatim responses. This is
especially useful if you have less than 10 responses to any particular question. If you list responses verbatim,
be sure to ‘de-identify’ the responses by removing any words or phrases within the response that could identify
the respondent and replacing the identifying information with a general reference in brackets. For instance:
 Coalition members were asked about their initial reason for deciding to participate in the coalition. Their
responses include:
“I saw too many kids drinking at parties and I wanted to do something.”
“I joined because [another member] told me what great work the coalition was doing.”
“I work for [organization] and we are trying to help reduce youth ATOD use.”
2. Coding
 Finally, you may also choose to organize the open-ended comments into codes or themes. This process
can be somewhat more complicated than simply listing responses, but can be very useful if there were a
lot of respondents. Coding responses into themes is also helpful for identifying common ideas expressed
by the respondents.
 To code open-ended responses, first create a comprehensive list of all responses to a particular question.
Next, read through the responses and identify themes (patterns of responses) that are emerging in the
responses. These themes will be the codes you will use. Assign a code to each response given to the
question, like ‘outcome’ or ‘other members’. Every response should fall into one of the code categories.
Try to avoid using a code of “other” or “miscellaneous” unless absolutely necessary. Finally, list the
codes in order from most common to least common, or identify the number of respondents whose
responses reflect the same theme.
 As an example of this process, here are the responses and possible codes (in brackets) to the question:
“What has been the most worthwhile aspect of your participation in the coalition?”
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APPENDIX D
“Working with others who care.” [other members]
“Seeing changes in our youth.” [outcomes]
“Becoming a part of the community.” [community involvement]
“Hearing about fewer underage drinking charges.” [outcomes]
“Networking at meetings.” [other members]
 If you choose to code responses, there are different ways you can report the data. You may choose to
report only the themes themselves, report individual comments organized by theme, or report the number
of respondents who mentioned a particular theme. The following provides three examples of each
reporting option, using the sample open-ends provided above.
Themes only
Members of this coalition feel that the most worthwhile aspect of their participation includes:
Meeting and working with other coalition members.
Seeing positive outcomes due to our work.
Being involved more in the community.
Comments organized by theme
 Members of this coalition feel that the most worthwhile aspect of their participation includes:
Meeting and working with other coalition members
“Working with others who care.”
“Networking at meetings.”
Seeing positive outcomes due to our work
“Seeing changes in our youth.”
“Hearing about fewer underage drinking charges.”
Being involved more in the community
“Becoming a part of the community.”
Number of respondents who mention particular theme
 Members of this coalition feel that the most worthwhile aspect of their participation includes:
Meeting and working with other coalition members. (N=2)
Seeing positive outcomes due to our work. (N=2)
Being involved more in the community. (N=1)
In instances where you have a long list of themes, you may want to choose a threshold of responses to report.
For example, if you have 40 themes, you may only want to list the top 10, or report those themes that were
identified by at least 5 respondents. If you choose one of these strategies, be clear in your report about what
you are or are not reporting.
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APPENDIX E
Appendix E: Accessing secondary (existing) data sources
1. Minnesota Student Survey
2. MN DPS Liquor License Database
3. American FactFinder
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APPENDIX E
Minnesota Student Survey
What is it?
The Minnesota Student Survey (MSS) is the result of a collaboration between Minnesota schools
and the Minnesota Departments of Education, Employment and Economic Development, Health,
Human Services and Public Safety which work together to implement, analyze, report, and fund
the initiative.
The survey is an important vehicle for youth voice. School district leaders and educators, local
public health agencies and state, community and social services agencies use the survey results
in planning and evaluation for school and community initiatives and prevention programming.
It is administered every three years to 6th-, 9th- and 12th-grade students and also is offered to
students in area learning centers and to youth in juvenile correctional facilities. Questions are
asked related to both the home and school life of students; topics include family relationships,
feelings about school, substance use, wellness activities, and more. Participation in the survey is
voluntary, confidential, and anonymous.
It is important to note that MSS results are not presented for counties that only have one school
district or counties in which the minimum number for student participation was not met. This is
intended to protect the privacy of individual students who may be identified through the results.
There are other limitations to the data. Most, but not all districts participate and the data
represent public schools, not private schools. Students who have dropped out of school are also
not included.
How do I access it?
You can access Minnesota Student Survey results in several different ways:
1. School district data can be accessed through the Safe and Healthy Minnesota Students
Data Portal (SAHMS Portal)
2. County-level data (years 2004-2010) can be accessed through the Minnesota
Department of Health
3. County and regional-level data (years 2001-2010) can be accessed through Substance
Use Minnesota: A Minnesota State Epidemiological Profile
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APPENDIX E
SAHMS Portal
The portal is open for use by the public but individuals must use a password to access
information. The process for generating a password and accessing the SAHMS Portal are:
1. Go to the Minnesota Department of Education Educator Portal page,
http://education.state.mn.us/MDE/SchSup/DataSubLogin/EducPortal/index.html and
select “Log in to educator portal” in the middle of the page.
2. Click on “Create New MDE Account.”
3. Enter your information and click “save.”
4. Review your MDE account information to make sure it is accurate.
5. In the list of Public Web Pages You Are Authorized to Use below your information,
click on Educator Portal.
6. From the tabs, choose SAHMS (the last tab on the right).
7. Click the button “Request Access”.
8. Click the radio button “SAHMS Districtuser”.
9. A drop down box will appear with all the districts.
a. If you want access to all the districts, highlight them all and then push the top
arrows (>>) to move them to the right hand side box
b. If you want a single district, highlight that district and then push the top arrows to
move the district to the right hand side box.
c. If you want to go back and get access to more districts, you will need to log out
and close the browser. Then go back through Data Submissions to the Portal; on
the log in page go to the bottom and click on “View MDE Account”. Then log in.
You will see the account information page where you click “Modify Access” to
get the drop down box and select more – or all – of the districts.
11. Hit “submit” and wait for an email that confirms your access to the Portal.
If you have problems accessing the Portal please contact: Ann.Iweriebor@state.mn.us.
Minnesota Department of Health
You can also access county-level Minnesota Student Survey data on the Minnesota Department
of Health website.
1. Go to the Minnesota Department of Health Minnesota Student Survey County Tables
page, http://www.health.state.mn.us/divs/chs/mss/countytables/index.cfm.
2. Select your county from the drop-down menu.
3. You will be presented with 3 different pdf documents, one for each year.
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APPENDIX E
Substance Use Minnesota: A Minnesota State Epidemiological Profile
This website provides useful and accurate information about each source of secondary data. We
also suggest reviewing the tip sheets in the “How to Use this Site” section of the website for
information about data analysis and interpretation of results.
1. Go to the Substance Use in Minnesota website; www.sumn.org.
2. Select the “Data by Topic” tab
3. Select the indicator(s) you would like to view
4. Select breakdown by grade and gender
5. Choose your region or county of interest
6. You will be presented with the results by grade and gender, as well as the total percentages
for all grades
MN DPS Alcohol and Gambling Enforcement Division
Liquor License Database
What is it?
The Minnesota Department of Public Safety Alcohol Enforcement division issues manufacturing
wholesale licenses, approves some retail licenses and serves as the statewide repository for all
remaining retail license records. They also maintain a searchable liquor license database that is
updated multiple times per day.
How do I access it?
1. Go to the MN DPS liquor license database: http://lapp.dps.state.mn.us/age/?118
2. Click on the above link. Type in the name of your city in the “city” box. This will
bring up all the liquor licenses for this city.
American FactFinder
What is it?
American FactFinder is a search engine that provides access to the population, housing, and
economic data collected by the Census Bureau. American FactFinder can be used to retrieve
population estimates from the 2010 Census.
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How do I access it?
1. Go to the American FactFinder website: http://factfinder2.census.gov
2. Under “Quick start” in the middle top of the page, type in your city in the
“geography” box. Select “go.”
3. This will bring up a list of search results. The first result will be “Profile of General
Population and Housing Characteristics 2010.” Click to open.
Total population for that city will be the first number in the table.
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Appendix F: Locating Minnesota Student Survey Tables
Summary of where to find indicators in the Minnesota Student Survey tables
MSS Table
2001
2004
2007
2010
Number of students who took survey
Table 1
Table 1
Table 1
Table 1
Number of students who used alcohol in past 30 days
Table 31
Table 31
Table 29
Table 29
Number of students who have had five or more
drinks in a row during the past two weeks
Table 31
Table 31
Table 29
Table 29
Frequent binge drinking in the past year
Table 27
Table 27
Table 25
Table 25
Students reporting they bought alcohol
Table 32
Table 32
Table 31
Table 31
Students reporting using a fake ID to buy alcohol
Table 32
Table 32
Table 31
Table 31
Students reporting someone bought for them
Table 32
Table 32
Table 31
Table 31
Students accessing alcohol from parents
-
-
Table 31
Table 31
Students accessing alcohol from friends
Table 32
Table 32
Table 31
Table 31
-
-
Table 31
Table 31
Students taking alcohol from home
Table 32
Table 32
Table 31
Table 31
Students taking alcohol from friends’ home
Table 32
Table 32
Table 31
Table 31
Students getting alcohol at parties
Table 32
Table 32
Table 31
Table 31
Students reporting that alcohol use by any family
member repeatedly caused family, health, job, or
legal problems
Table 12
Table 12
Table 13
Table 13
-
-
Table 38
Table 38
Table 5
Table 5
Table 5
Table 5
Youth perception of parent disapproval
-
-
-
Table 38
Youth perception of harm from binge drinking
-
-
Table 39
Table 39
Age of first drink
-
-
Table 30
Table 30
Table 20
Table 20
Table 20
Table 20
Students accessing alcohol from other family members
Students reporting that, during the last 12 months,
they have talked to at least one parent (or guardian)
about the dangers of tobacco, alcohol, or drug use
Students reporting alcohol is a problem at school
Primary source of information about alcohol
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Appendix G: Minnesota Liquor License Codes and Descriptions
On-sale:
On-Sale licenses and permits generally authorize the sale of all types of alcoholic beverages for
consumption on the premises. Examples include restaurants, bars, lounges, bowling centers, and theaters.
License Code
Description
3.2ONSS
3.2 ON SALE
CLONSL
CLUB ON SALE/COUNTY ISSUED
CLONSLSE
CLUB ON SALE/COUNTY ISSUED/SEASONAL
CLONSS
CLUB ON SALE SUNDAY/COUNTY ISSUED
CT3.2ONSS
County 3.2 ON SALE
CTONSB
COUNTY ISSUED STRONG BEER ON SALE/RETAIL
CTONSL
COUNTY ISSUED ON SALE, RETAIL
CTONSLWS
COUNTY ISSUED ON SALE WINE SUN, RETAIL
CTONSS
COUNTY ISSUED ON SALE SUN, RETAIL
CTSEONSL
COUNTY ISSUED SEASONAL ON SALE, RETAIL
CTSEONSLWS
COUNTY ISSUED SEASONAL ON SALE WINE SUN, RETAIL
CTSEONSS
COUNTY ISSUED SEASONAL ON SALE SUN, RETAIL
MCLONSL
CLUB ON SALE/CITY ISSUED
MCLONSS
CLUB ON SALE SUNDAY/CITY ISSUED
MCLONSWS
CLUB ON SALE WINE SUNDAY/CITY ISSUED
MOONSL
MUNICIPALLY OWNED ON SALE, RETAIL
MOONSS
MUNICIPALLY OWNED ON SALE SUNDAY, RETAIL
MWNONSL
WINE ON SALE/CITY ISSUED
MWNONSLSE
WINE ON SALE/CITY ISSUED/SEASONAL
ONSL
ON SALE-CITY ISSUED, RETAIL
ONSLWS
ON SALE WINE SUN CITY ISSUED, RETAIL
ONSS
ON SALE SUN CITY ISSUED, RETAIL
ONSSCKSC
On Sale Sunday Cooking School Class
ONSSS
ON SALE AND SUNDAY INTOXICATING LIQUOR LICENSE/STATE ISSUED
ONSSSE
ON SALE SUN SEASONAL/CITY ISSUED, RETAIL
TMPONSL
TEMPORARY 1 TO 4 DAY ON SALE LIQUOR LICENSE
TMPONSS
TEMPORARY 1 TO 4 DAY ON SALE SUNDAY LIQUOR LICENSE
TP3.2ONSL
3.2 Township Issued On-Sale
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License Code
Description
TPONSL
Township Issued On-Sale
TPONSS
Township issued On-Sale Sunday
TRONSL
Tap Room On Sale
TRONSS
Tap Room On Sale Sunday
WNONSL
WINE ON SALE/COUNTY ISSUED
WNONSLSE
WINE ON SALE SEASONAL/COUNTY ISSUED
Off-sale:
Off-Sale licenses and permits generally authorize the sale of all types of alcoholic beverages for
consumption off the premises in the original, sealed containers. Examples include liquor and
grocery stores.
License Code
Description
3.2OFSL
3.2 OFF SALE
BROFSL
BREWER OFF-SALE
BRPOFSL
BREW PUB OFF SALE
CT3.2OFSL
County 3.2 OFF SALE
CTOFSL
COUNTY ISSUED OFF SALE, RETAIL
MOOFSL
MUNICIPALLY OWNED OFF SALE, RETAIL
OFSL
OFF SALE-CITY ISSUED, RETAIL
OFSLFD
OFF SALE & FOOD-CITY ISSUED, RETAIL
TMPOFSLWA
TEMPORARY 1 TO 4 DAY OFF SALE WINE AUCTION
TP3.2OFSL
3.2 Township Issued Off-Sale
TPOFSL
TOWNSHIP ISSUED OFF SALE, RETAIL
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On-Off Sale Combination:
On-off-Sale licenses and permits generally authorize the sale of all types of alcoholic beverages
for consumption both on and off the premises, with some carry-out allowed. Examples include
restaurants, clubs, and brewpubs.
License Code
Description
3.2 CMBN
3.2 ON AND OFF SALE
CMBN
ON/OFF SALE-CITY ISSUED, RETAIL
CMBNWS
ON/OFF SALE WINE SUN-CITY ISSUED, RETAIL
CMBS
ON/OFF SALE SUN-CITY ISSUED, RETAIL
CT3.2 CMBN
County 3.2 ON AND OFF SALE
CTCMBN
COUNTY ISSUED ON/OFF SALE, RETAIL
CTCMBS
COUNTY ISSUED ON/OFF SALE SUN, RETAIL
CTCMBWS
COUNTY ISSUED ON/OFF SALE/WINE SUN, RETAIL
CTSECMBS
COUNTY ISSUED SEASONAL ON & OFF SALE SUN/RETAIL
MOCMBN
MUNICIPALLY OWNED ON/OFF SALE, RETAIL
MOCMBS
MUNICIPALLY OWNED ON/OFF SALE AND SUNDAY, RETAIL
Tribal Council Issued:
Tribal councils issue licenses or permits for any on-sale, off-sale, or combination sale of liquor
occurring within sovereign nations.
License Code
Description
TCMBN
ON/OFF SALE/TRIBAL COUNCIL ISSUED
TCMBNWS
ON/OFF SALE/WINE SUNDAY/TRIBAL COUNCIL ISSUED
TCMBS
ON/OFF SALE SUNDAY/TRIBAL COUNCIL ISSUED
TOFSL
OFF SALE/TRIBAL COUNCIL ISSUED
TOFSLB3.2
OFF SALE 3.2 BEER/TRIBAL COUNCIL ISSUED
TONSL
ON-SALE/TRIBAL COUNCIL ISSUED
TONSLWS
ON-SALE WINE SUNDAY/TRIBAL COUNCIL ISSUED
TONSS
ON-SALE SUNDAY/TRIBAL COUNCIL ISSUED
TWNONSB
WINE ON-SALE AND STRONG BEER/TRIBAL COUNCIL ISSUED
TWNONSL
WINE ON-SALE/TRIBAL COUNCIL ISSUED
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APPENDIX H
Appendix H: References
Birckmayer, J.D., Holder, H.D., Yacoubian, G.S., & Friend, K.B. (2004). A general
causal model to guide alcohol, tobacco, and illicit drug prevention: Assessing the
research evidence. Journal of Drug Education, 34(2), 121-153.
New Hampshire Strategic Prevention Framework (2008). Risk and Protective Factor
Assessment Toolbox. Retrieved January 12, 2012. If you are interested in this publication,
please contact Wilder Research for a copy.
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Appendix I: Journal Article
J. DRUG EDUCATION, Vol. 34(2) 121-153, 2004
A GENERAL CAUSAL MODEL TO GUIDE ALCOHOL, TOBACCO, AND ILLICIT DRUG
PREVENTION: ASSESSING THE RESEARCH EVIDENCE
JOHANNA D. BIRCKMAYER, PH.D.
HAROLD D. HOLDER, PH.D.
GEORGE S. YACOUBIAN, JR., PH.D.
KAREN B. FRIEND, PH.D.
Pacific Institute for Research Evaluation (PIRE)
ABSTRACT
The problems associated with the use of alcohol, tobacco, and other drugs (ATOD) extract a
significant health, social, and economic toll on American society. While the field of substance
abuse prevention has made great strides during the past decade, two major challenges remain.
First, the field has been disorganized and fragmented with respect to its research and prevention
practices; that is, there are often separate ATOD prevention “specialists.” Second, both the
prevention researchers who test the efficacy of specific prevention strategies and the practitioners
who implement prevention efforts often lack an overall perspective to guide strategy selection.
To address these limitations, we present an ATOD causal model that seeks to identify those
variables (Domains) that are theoretically salient and empirically connected across alcohol,
tobacco, and illicit drugs. For the researcher, the model demonstrates important commonalities,
as well as gaps, in the literature. For the practitioner, the model is a means to recognize both the
complexity of the community system that produces ATOD problems and the multiple intervention
points that are possible within this system. Researchers and practitioners are thus challenged to
work synergistically to find effective and cost-effective approaches to change or reduce ATOD
use and associated problems. 121
INTRODUCTION
The use of alcohol, tobacco, and other drugs (ATOD) poses tremendous health risks. According
to the World Health Organization (WHO), the use of alcohol and tobacco ranks among the top
10 risk factors to good health worldwide, while illicit drugs use ranks among the top 10 risk
factors to good health for developed nations [1]. In the United States, ATOD use is the single
leading risk factor to good health. One quarter of approximately two million deaths each year can
be attributed to ATOD use [1]. Tobacco use is responsible for more than 430,000 deaths annually,
alcohol use 100,000, and illicit drug use 12,000 [2]. The total monetary cost of substanceattributable problems for both users and non-users was estimated at $684.3 billion in 1998 [3].
In addition, substance use also often results in severe social problems. Interpersonal violence
associated with substance use includes homicide, sexual assault, and domestic violence. The
ramifications of child abuse and neglect resulting from substance use can have lasting effects.
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Crime committed in order to acquire or distribute illicit substances constitutes another serious
threat to the well-being of our communities. The monetary cost of substance-attributable violent
and property crime alone was more than $42 million in 1998 [3].
During the past decade, the field of substance abuse prevention has substantially improved its
understanding of key causal factors that influence both ATOD use patterns and the problems
associated with ATOD use. In turn, an increased understanding of the epidemiology of ATODrelated problems have led to improvements in the development and testing of effective, evidencebased prevention strategies. These successes aside, two major challenges remain. First, the
prevention field has been disorganized and fragmented with respect to its research and prevention
practices. In both arenas, there are often separate “specialists” for alcohol, tobacco, and illicit drugs.
This approach has led to distinct perspectives regarding the causal variables most associated with
ATOD-related problems and the most effective prevention strategies that should target those
problems. Lessons learned about alcohol use prevention, for example, are unlikely to be used by
tobacco experts. Second, both the researchers who seek to test the efficacy of specific prevention
strategies and the practitioners who implement prevention efforts often lack an overall perspective to
guide strategy selection.
We seek to address these issues by presenting a general causal model for ATOD prevention. We
identify variables that are theoretically salient and empirically connected across alcohol, tobacco,
and illicit drugs. We refer to these variables (or groups of variables) as Domains and demonstrate
how these Domains exist for alcohol, tobacco and illicit drugs. For each Domain, we provide a
definition, summarize the key research that links that Domain to ATOD use and associated problems,
and describe its relationship to other Domains in the model. These Domains are organized into a
simple causal model that can be applied to all three substance areas.
Supporting evidence for the Domains is derived from three types of scientific research. Descriptive
and observational research illustrates that a particular domain is generally related to the use of a
particular substance or associated problem. Associative or relational research examines the
association of one or more specific variables with ATOD use and/or associated problems. This
research is usually based on data collected from one or more populations or geographic areas at a
single point in time. Intervention research is designed to determine whether or not ATOD use
and/or associated problems change as a result of altering key independent variable(s). This type
of research increases our confidence that ATOD use and associated problems are linked to the
specific independent variable being tested. Rather than give a definitive review of the available
research, our more heuristic goal is to summarize the major findings that support the inclusion of
these Domains in our model.
Numerous theories of substance use exist, many of which focus on identifying variables that
influence individuals’ use choices and patterns. Our goal is not to displace those theories, but
rather to focus on variables that influence the use patterns and problem manifestations of
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populations. We seek to identify variables that are common across cultures, ages, abusers and
non-abusers, albeit with specific manifestations within different populations. This type of
model has been labeled a “systems” or “community systems” model in other writings [4], and we
take this perspective in our article.
For the researcher, our model provides a summary of ATOD prevention research spanning several
decades. Like practitioners, researchers sometimes ignore research outside of their specific areas
of interest. As a result, ATOD research is often conducted in isolation, with a tendency to develop
research “silos” in which commonalities across substance are largely ignored. In summarizing
research across ATOD areas, the model also demonstrates important gaps in the research literature.
For the practitioner, the model is a means to recognize both the complexity of the community
system that produces ATOD use and associated problems and the multiple intervention points
that exist within the system. Researchers and practitioners are thus challenged to work
synergistically to find effective and cost-effective approaches to reduce or change ATOD use
and associated problems.
OVERVIEW OF THE GENERAL CAUSAL MODEL
A diagram of the general model is shown in Figure 1. The primary purpose of ATOD prevention
is to reduce substance use and the problems associated with substance use. A plethora of health,
social, and economic problems result from ATOD use. Examples of such problems include
traffic crashes caused by alcohol-impaired drivers, violence stimulated by either the victim or
perpetrator, or lung cancer and other health problems associated with long term exposure to
tobacco smoke.
Some of these problems may occur independently of substance use. For example, traffic crashes
occur with no alcohol involvement, and violence is not exclusively the result of substance use.
For the purposes of this model, however, we are concerned only with those problems that result
from ATOD use. Use in and of itself may be defined as a problem if the actual use or type of use
is illegal or undesired (e.g., use of tobacco or alcohol by underage youth or drinking and driving). In
general, prevention is unable to directly reduce these events or behaviors. Rather, prevention
works through intermediary variables to provide opportunities for intervention. In considering
the choice of such variables, we note that each substance category has several such causal factors
in common, even though their manifestation may vary according to the specific substance
(e.g., alcohol or heroin).
At their most basic level, alcohol, tobacco, and illicit drugs are retail products subject to both
supply and demand factors. The desire for substances creates demand, which stimulates supply,
particularly when profit can be realized from the sale of these substances. Likewise, the potential
for profit encourages suppliers to stimulate demand. One implication of the considerable prevention
and epidemiological research during the past 50 years is that demand and supply are inexorably
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intertwined (i.e., they form a dynamic ATOD system) [4]. Historically, however, prevention
specialists have given more emphasis to demand factors, often to the exclusion of supply. Our
general model includes both aspects, but seeks to balance the lack of attention that supply has
traditionally been afforded in prevention practice.
In Figure 1, Availability represents one of the key components of the supply of substances. Without
availability of particular substances, there can be no use or associated problems. There are three
specific sub-domains to Availability: 1) Economic Availability (price); 2) Retail Availability –
the accessibility of ATOD from retail sources (e.g., a liquor store); and 3) Social Availability –
ATOD accessibility from non-retail sources (e.g., family and friends).
A significant motivation for making substances available through retail markets is profit. To
increase profit, manufacturers and retailers attempt to increase demand through the advertising
and promotion of their products. Therefore, Promotion is also included in Figure 1. Historically,
there are informal standards or values (“norms”) regarding the acceptability or unacceptability of
certain behaviors, including substance use. These informal norms may be codified into concrete
expressions such as public policies, laws, and regulations, which may affect Availability, Promotion,
and/or directly define undesired or illegal ATOD use. These standards can shape both ATOD
demand and supply. In Figure 1, these standards, whether informal or formal, are referred to as
Community Norms.
While laws and regulations that seek to limit availability, regulate promotion, or reduce undesired
use can be effective on their own, much of their potential is directly related to the enforcement of
their provisions. Therefore, a major domain affecting Availability, Promotion, or directly affecting
undesired or illegal ATOD use is the formal Enforcement of these laws and regulations. Again,
enforcement can affect either the demand or supply for substances, as shown in Figure 1.
Considerable research in the etiology of substance use and abuse has focused on individual
characteristics, including genetics, values, attitudes, and social associations as they contribute to
individual substance use decisions. These factors affect demand and are represented in Figure 1
as Individual Factors.
Figure 1 illustrates the general system of ATOD use and problems. We attempt to illustrate that
such a system is dynamic (i.e., changes over time such that variables can affect one another) and
adaptive (i.e., changes in one part of the system can stimulate adaptive responses in another). To
reiterate, our goal is to identify those common variables or groups of variables that are important
contributors to substance use and associated problems and which can be shown to apply across
the ATOD categories. In the following section, we review each domain, providing a brief description
of the domain and summarize the key research evidence supporting each domain’s inclusion in
the model across the three drug categories.
Availability
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Without availability, there can be no use and associated problems. As a general rule, when a
substance is inexpensive, convenient, and easily accessible, people are more likely to use it,
which increases types and rates of associated problems. Conversely, when a substance is expensive,
inconvenient, and inaccessible, people are less likely to use it, and problem types and rates are
lower. We address the general area of availability by distinguishing between Economic, Retail,
and Social Availability.
Economic Availability
Economic Availability refers to the price that must be paid to obtain alcohol, tobacco, and illicit
drugs. All goods are sensitive to price. This sensitivity is called “elasticity,” which provides a
metric of responsiveness to price changes (the percent change in quantity demanded resulting
from a one percent change price). Most of the research on the effects of price on ATOD use and
problems consists of econometric analyses to empirically determine price elasticities using time
series data. In some cases, estimates of the potential benefits of increased prices have been derived.
Alcohol—Empirical evidence has consistently shown that higher alcohol prices are associated
both with less alcohol consumption and fewer associated problems. This relationship has been
noted in international studies [5, 6] and those conducted in the United States [7-10]. Studies
show that youth are generally more price sensitive than adults, primarily because they have less
disposable income, tend to discount the future, are more influenced by peer pressure, and are less
likely to be addicted than adults. There is considerable debate on whether non-abusive drinkers
are more price sensitive than abusive ones. Manning et al. reported that moderate drinkers were
more price responsive than light and heavy drinkers [11], while Kenkel found heavier drinkers
were more sensitive to price than lighter drinkers [8].
Based upon empirically determined price elasticity estimates, studies have shown that increases
in alcohol taxes reduce alcohol-related problems, including drinking and driving and violent and
nonviolent crime [12-15], and work loss days from nonfatal injuries.
Tobacco—As with alcohol, research has consistently found that higher prices are associated with
less use and fewer problems. This relationship has been found in both international studies [17,
18] and from the United States [7, 9]. Whether or not young smokers are more responsive to
price has been debated in the literature, and the range of estimates varies. In a recent review of
the literature, Hopkins et al. found that adolescents and young adults showed strikingly similar
median estimates and ranges of both prevalence and consumption price elasticities to those of
adult smokers [9].
Recent tobacco price increases have provided empirical tests of price effects, and studies have
found that increased price leads to decreased use [19, 20]. Recent investigations have found that
higher smokeless tobacco taxes also reduce smokeless tobacco use [21, 22].
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Illicit drugs—Similar to alcohol and tobacco, empirical evidence has generally found that higher
illicit drug prices are associated with reduced consumption. Studies using data from the System
to Retrieve Information from Drug Evidence have found that an increase in price yields decreased
use of marijuana [23, 24], cocaine [25-27], and heroin [26, 28, 29].
Price and cross-drug relationships—An important empirical question is how price changes for
one substance affect the use of others. A limited number of studies have produced mixed results
[25, 28, 30-32]. DiNardo and Lemieux found that marijuana decriminalization had a significant
positive effect on the prevalence of alcohol use by high school seniors [30]. Chaloupka and
Laixuthai reported that the frequency of drinking and the probability of heavy drinking were
inversely related to beer prices and positively related to the price of marijuana [31]. Pacula found
that, for both men and women, higher beer taxes reduced the consumption of both alcohol and
marijuana, implying a complementary relationship [32]. Saffer and Chaloupka found consistent
evidence of a complementary relationship across alcohol, marijuana, cocaine, and heroin [28].
Summary—Taken collectively, econometric research provides strong evidence that ATOD price
is strongly associated with ATOD use and problems. Studies have established that higher prices
are associated with lower use for alcohol, tobacco, and illicit drugs.
Retail Availability
Like other goods, ATODs are bought and sold through retail markets. In the case of alcohol and
tobacco, most sales occur through formal retail markets (e.g., stores and restaurants), although a
certain amount of sales occur in informal, and sometimes illegal, markets (e.g., private homes
and unlicensed establishments). In the United States, illegal drugs are sold primarily through
informal markets. In addition, some drugs, which can be legally sold, are used by groups or in
manners that are not sanctioned by the legal market (e.g., abuse of prescription drugs). Restrictions
on retail availability are intended to limit consumer access to products or to regulate the context
in which products are used. Studies of specific retail changes provide opportunities to examine
the relationship between retail availability and substance use and related problems.
Alcohol—Studies that look at variations of restrictions on availability or efforts to change the
retail availability of alcohol have generally found that reduced retail availability results in lower
alcohol consumption and associated problems.
Changes in general alcohol availability in Iceland [33], Poland [34], Sweden [35], and Greenland
[36] have been associated with changes in drinking. Other studies, described below, look at
specific efforts to restrict retail availability in the United States and internationally.
Outlet densities—Retail outlets can be sources of alcohol for all ages. Gruenewald et al. estimated
that a 10% decrease in the density of alcohol outlets would reduce consumption of spirits from
1% to 3% and consumption of wine by 4% [37]. Treno et al. found that higher outlet density was
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positively related to drinking and driving among licensed youth drivers and negatively related to
riding with drinking drivers among youth who did not have driver licenses [38]. Minimum
drinking or purchase age (MDPA)—MDPA laws are intended to reduce retail access to alcohol
by specifying the age at which one can purchase and consume alcohol legally. Studies of MLDA
changes in the United States and internationally provide strong evidence that lower legal drinking
ages reduce alcohol-related crashes [39-43]. Higher legal drinking ages have also been associated
with reductions in other injuries [44, 45].
Hours and days of retail sale—The length of time alcohol is sold (measured in legal hours and/or
days of sale) during a week can affect alcohol use and associated harm. Significant increases in
restrictions on time of sale have been associated with decreased drinking and less restrictions
with increased consumption and problems [46-50].
Responsible beverage service (RBS)—RBS has the potential to decrease service to intoxicated
patrons and underage persons in bars, restaurants, and off-license establishments. RBS programs
have been found to reduce the number of intoxicated patrons leaving a bar [51-56], reduce the
likelihood of alcohol sales to minors [57-60], and decrease the number of car crashes [61].
Tobacco—While there are few experimental studies of the relationship between retail availability
and overall smoking, a number of naturalistic studies provide evidence that global tobacco
availability, through international trade agreements, the opening of new international markets,
and increased restrictions and regulations on the tobacco industry in the United States, have
contributed to an increase in tobacco use outside of the United States, particularly in developing
nations [62-64].
Minimum sales age—In the United States, efforts to regulate the retail availability of tobacco
have almost exclusively been targeted at reducing the ability of youth to purchase. Based on a
comprehensive review of the literature, Levy et al. estimated that half of youth tobacco supply
comes from retail sources, suggesting that efforts to limit retail access could have a notable
impact on youth supply [65]. Similar to alcohol, local efforts have demonstrated that efforts
to enact and enforce underage tobacco laws can reduce the retail sales rate of tobacco to youth
[66-70]. United States investigations of the relationship between youth tobacco access and actual
tobacco use have found varying effects, however, with some studies finding small or no effects
on reductions of tobacco use from youth access restrictions [71, 72] and others finding significant
declines in use after aggressive enforcement of underage retail access laws [73-76].
Illicit drugs—While retail sellers of illicit drugs face many of the same concerns as distributors
of legitimate goods, sellers of illegal goods are concerned about police apprehension, so sales
operations must be done covertly. Conversely, illegal retailers cannot depend on civil or criminal
justice remedies to mediate disputes or to offer protection from violence.
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Few studies have examined the relationship between efforts to change the retail availability of
illicit drugs and their use or associated problems. MacCoun and Reuter looked at the effects of
marijuana depenalization in the Netherlands [77]. Depenalization yielded no marijuana use changes
between 1976 and 1983, but between 1984 and 1996, during which time commercial access to
marijuana increased, sharp increases of marijuana use occurred. Police crackdowns as a strategy
to reduce availability have had a mixed history of success. Reuter et al. found that significant
drug deal arrests in Washington, DC, did not significantly interfere with the surge of drug sales
[78]. More typical, however, were crackdowns in New York City in which quick buy-and-bust
operations and high police visibility resulted in reductions in visible drug trafficking [79].
Drug sales generally picked up again after police resources were removed [80-82]. Studies of
drug abatement actions, in which property owners are threatened with civil suits unless drug
sales are terminated, have found these actions effective in achieving their immediate goal of
eradicating drug activity [81-83].
Summary—When alcohol and tobacco are readily available through retail channels, consumption
and associated problems increase. Conversely, research has found that when restrictions are
placed on retail availability, use and associated problems decrease. Studies of drug markets,
while primarily descriptive, provide support for the importance of the marketplace in making
illicit drugs more or less available.
Social Availability
Social availability refers to the procurement of ATOD through “social sources,” such as friends
and relatives. Substances obtained through social sources are provided with no exchange of
money or goods. Studies exploring the relationship between social availability and ATOD use or
related problems use primarily self-report information. Few efforts have been made to study
efforts to change the social availability of substances.
Alcohol—Worldwide, it is estimated that 36% to 67% of drunk driving offenders had their last
drink in some type of unlicensed premise, such as in a home or at a party [84-87]. Underage
drinking parties offer the opportunity for high-risk consumption of alcohol (i.e., binge drinking)
and the initiation of alcohol use for younger adolescents [88-92].
Surveys and focus groups of persons under the legal purchase age of 21 have indicated that the
majority of alcohol consumed by youth is obtained through social sources, such as parents and
friends, at underage parties, and at home [92-94]. Surveys suggest that younger youth rely on
social sources for alcohol more than older youth [89-92, 95]. A large percentage of college youth
report, however, that they do not pay for alcohol, often because they drink at parties where
someone else has supplied the alcohol [96]. Intervention research on social availability is in its
infancy, and little evaluation data are available to further explore the strength of the social
availability use/problems relationship.
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Tobacco—Youth report that the most common sources of cigarettes are gifts, borrowing, or
stealing from family members and peers [72, 97-101]. Younger, occasional, and new smokers
are more likely to obtain cigarettes from social sources than older, well-established smokers [95,
97, 102]. Because 75% of smokers initiate smoking before the age of 18, access to tobacco
through social sources at a young age is believed to be an important factor influencing later use
and subsequent problems [103-105]. Like research on social sources of alcohol, little intervention
research has been conducted to test the causal relationship between social availability of tobacco
and use/problems.
Illicit drugs—Findings related to social availability and its relationship to illicit drug use and
associated problems are sparse. Caulkins found a large percentage of persons who reported pastmonth use obtained their drugs as a gift (42% for marijuana, 35% for powder cocaine, and 24%
for crack cocaine) [106]. An additional percentage of users (32% marijuana, 23% cocaine, and
19% crack) reported buying their drugs from friends rather than dealers, indicating that retail
sellers may extend into informal social networks. Respondents between the ages of 18 and 25
were more likely to be approached by sellers than respondents between the ages of 12 and 17,
and 26 or older [107]. As with tobacco, no intervention research has tested the relationship
between social availability of illicit drugs and use/problems.
Summary—Research indicates that a significant percentage of ATOD is obtained through social
sources. Limited research has indicated that the availability of ATOD through social sources is
associated with specific problems, including drinking and driving and initiation of use at young
ages. Intervention research is in its infancy.
Promotion
Retailers attempt to increase demand through the promotion of their products. Especially in
highly concentrated markets, companies tend not to compete on price, but rather try to increase
sales with advertising and other promotional efforts [108]. This promotion attempts to increase
the attractiveness of drinking, smoking, or using drugs by creating an image favorable to
consumption. Advertising and promotion is intended to recruit new and retain old users and may
affect attitudes and individuals’ decisions regarding whether, when, and how much to consume.
Alcohol—Alcohol advertising and other pro-drinking messages are universal in many Western
countries, including the United States. Alcohol images are transmitted via billboards, sponsors’
logos, magazine and print messages, and television and radio programming [109]. Research has
reported high recall of alcohol advertising among youth, and investigations of youth also indicate
that expectancies related to the effects of alcohol and intentions to drink can be positively influenced
by advertising [110-113]. Studies of youth have found that increased exposure to alcohol ads is
associated with increased consumption [114, 115] and with heavy or hazardous drinking [116,
117]. At the aggregate level, studies of the effects of advertising restrictions have produced
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inconsistent findings regarding the relationship between alcohol promotion, per capita consumption,
and drinking problems [5, 118]. Studies of partial advertising bans in Canadian provinces failed
to show clear impacts, perhaps because advertising from outside the province was not restricted
[119-121]. In contrast, a major time-series study of advertising bans implemented in European
Community countries during the 1970s showed significant effects, including lower levels of
consumption and alcohol-related problems as indicated by motor vehicle fatality rates [122-126].
Tobacco—As with alcohol, the promotion of tobacco products is widespread. Youth are routinely
exposed to high levels of tobacco marketing [127], and studies have shown that cigarette advertising
is effective in gaining children’s attention to tobacco [128, 129] and positively associated with
increased smoking initiation and overall consumption by underage smokers [130-133]. Evidence
from studies that examine the relationship between overall advertising expenditures and total
cigarette sales is inconclusive, but most find small or no association between advertising and sales.
These results may be attributable in part to high cigarette advertising expenditures, as well as to the
fact that the majority of promotional dollars are spent on activities other than advertising [108,
134-136]. Studies using cross-sectional data at the local level, which take advantage of larger
variations in local advertising levels, have reported positive effects of cigarette advertising on
use [108, 137-139]. Some studies of advertising restrictions have shown that comprehensive bans
on advertising and promotion lead to significant decreases in consumption [28, 108, 140, 141],
whereas others found that cigarette advertising bans had little or no effect on use [108, 142, 143].
Illicit drugs—Given that the use of illicit drugs is illegal, promotion of these drugs through
regular advertising channels is limited, although some magazines and Web sites do promote
particular drugs, drug paraphernalia, and drug-using lifestyles (e.g., High Times). Studies of
retail markets have documented the promotion of drugs through such activities as “branding”
(i.e., providing some type of identifiable label ) [144-148], drug giveaways, discounts to existing
and potential clients [147], and word-of-mouth communication [148]. While we know of no
studies that have examined the relationship between promotion and illicit drug use and associated
problems, policymakers (e.g., United Nations’ International Narcotics Control Board) strongly
believe illicit drug promotion is occurring and have concluded that the prevention of illicit drug
use has become increasingly difficult, at least partly because of messages that promote drug use.
Summary—Higher levels of exposure to alcohol and tobacco advertising are associated with
increased consumption and problems. Partial restrictions on advertising may have little impact
on the promotion/use relationship, but total bans have resulted in reductions in use. Few studies
of drug market promotion exist, although policymakers have concluded that promotion is related
to illicit drug use.
Community Norms
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Norms govern the acceptability or unacceptability of certain behaviors, including substance use.
Varying across cultures, contexts, and subgroups, these community norms reflect general attitudes
regarding ATOD use and societal expectations regarding the level and type of use that is
considered appropriate. These norms may also be codified in public policies, laws, and
regulations, which may directly affect Availability, Promotion, and/or Use (see Figure 1). Control
theory provides one explanation of how social norms can influence ATOD use behavior. The
theory states that ties with social institutions inhibit drug use by promoting conformity to group
and social norms [149].
Alcohol—Countries have varying alcohol consumption rates and patterns not only because of
differences in price and availability, but also because of differences in social norms that govern
drinking behavior [150-154]. Skog observed that individuals living in environments in which
drinking and/or excess drinking is not sanctioned tend toward light alcohol consumption, while
individuals inhabiting “wet” environments tend toward heavier use [155, 156]. Attitudes toward
public policies designed to restrict alcohol use provide supporting evidence about social norms.
Results of surveys in both the United States and internationally showed increasing support over
time for restrictions on alcohol access and use [157-159]. Counteradvertising has been used to
try to change social norms regarding acceptable use. Research has been limited primarily to
evaluations of the Federally-mandated warnings on alcoholic beverage containers, but no direct
impact on problems has been reported [160-163].
Tobacco—One of the ways in which the influence of cultural values can be studied is by
examining the effects of acculturation, which can discourage use the country to which a new
group is acculturating has negative attitudes toward smoking, or encourage use, if the country
has pro-smoking norms. Gajalakshmi et al. reported that tobacco consumption has been decreasing
steadily among wealthier nations and increasing among middle- and low-income countries [164].
The Centers for Disease Control and Prevention (CDC) reported that Pacific Islanders who showed
greater acculturation to the United States had lower smoking rates than their less acculturated
counterparts [165]. Historically, gender differences in smoking rates likely reflect social norms
regarding a woman’s role in the United States and other countries [166, 167], suggesting that
gender roles may determine social acceptability of smoking. Smoking images on TV and in movies
can increase acceptability of smoking among youth and their subsequent use of tobacco products
[168-170]. Surveys conducted in the United States showed increasing support over time for
restrictions on tobacco access and use, indicating a temporal change in norms [171-174]. Mass
media campaigns represent a way to influence community norms. Friend and Levy found that
well-funded and implemented mass media campaigns targeted at the general population and
implemented at the state level, in conjunction with a comprehensive tobacco control program,
were associated with reduced smoking rates among both adults and youth [20]. Warning labels
on cigarette packages have had little impact on tobacco use in the United States, but have had
more influence in Canada and Australia, where the labels are more prominent [175-178].
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Illicit drugs—Little research exploring the influence of social norms on illicit drug use was
found. As expressions of community values and norms, national drug policies can provide
evidence of prevailing norms. For example, the national policy in Australia emphasizes harm
minimization [179], while Sweden emphasizes a more conservative drug control policy that is
characterized by a reduction of treatment and prevention and a greater emphasis on stricter
punishment. Mixed findings have been reported about the effects of counteradvertising on
drug beliefs, perceptions, and use [180, 181].
Summary—Evidence to support the relationship between community norms and ATOD use and
problems comes primarily from the observations that levels and types of use and public policies
to address use vary across culture, time, and place. Researchers struggle to define and measure
community norms, and little research directly addresses the relationship between norms and use.
Enforcement
Enforcement of formal ATOD policies is an important variable in any causal model. While the
mere existence of regulations, laws, and administrative restrictions can influence ATOD use and
associated problems, the effect size is magnified when there are consequences for violations. As
the actual and/or perceived likelihood of being detected and arrested or cited for law violations
increases so does compliance. Ross reported that perceived enforcement might be more important in
successful outcomes than actual enforcement, at least initially [182]. The perception, however,
may eventually need to match reality for the deterrent effect to be sustained [183, 184]. Evidence
to explore the relationship between enforcement and use or associated problems comes from
studies of the enforcement of a variety of specific policies.
Alcohol—Selective breath testing (SBT) and random breath test (RBT) checkpoints have been
used to enforce drinking and driving laws in the United States and abroad. In a systematic review
of the literature, Shults et al. found strong evidence that both SBT and RBT result in reduced
fatal and nonfatal injury crashes [40]. Studies that look at efforts to enforce youth access and
specific types of use policies have found that increased enforcement is related to changes in use
and related problems. Strategies to limit youth access to alcohol have generally involved some
combination of merchant education, community participation and mobilization, and enforcement
in the form of compliance checks and penalties for violators. Consistent enforcement of MDPA
laws, combined with penalties for sales, has been found to reduce youth drinking and associated
problems, including alcohol-related crashes [60, 185-187]. Wagenaar and Wolfson found that,
without adequate penalties, attempts to reduce underage retail sales were likely to be ineffective
and that only two of every 1,000 occurrences of underage drinking resulted in arrest [188].
Tobacco—Studies of strategies to limit youth access to tobacco provide strong evidence that
increases in enforcement of policies can restrict both tobacco use and problems associated with
use. Multiple studies have indicated that adding local enforcement to efforts to reduce retail sales
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of tobacco to underage persons increases retailer compliance with minimum legal age purchase
laws [68, 70, 73, 189], while policies to limit tobacco sales to youth without enforcement have
limited effects on tobacco sales to youth [67, 74, 190, 191]. Enforcement of clean air laws have been
shown to reduce worksite exposure, reduce daily consumption among users, and increase cessation.
Illicit drugs—Enforcement focuses on the extent to which drug consumers/ sellers or potential
drug consumers/sellers can be deterred by the threat of arrest and/or harsh punishments for illicit
drug offenses. Caulkins noted that “zero-tolerance” policies, or policies that impose equally
severe sanctions for all levels of drug offenses, may actually stimulate drug consumption [193].
Local police crackdowns, a type of focused enforcement, entail “an abrupt increase in policy
activity . . . which is intended to dramatically increase the perceived and/or actual threat of
apprehension for specific types of offenses in certain places or situations” [194]. The efficacy of
crackdowns has not been firmly established. The Netherlands’ formal policy of nonenforcement
for violations of cannabis possession had virtually no effect on levels of marijuana [77]. Rydell
et al. [195], Weatherburn and Lind [57], Yuan and Caulkins [196], and Wood et al. [197] found
no relationship between large-scale drug seizures and use and perceived availability of drugs.
Taken collectively, marginal changes in enforcement efforts have done little to change illicit
drug use patterns or problems.
Summary—Studies of efforts to enforce specific alcohol and tobacco policies provide evidence
that enforcement efforts can result in reductions of alcohol and tobacco consumption and associated
problems over and above simple passage or existence of a law. For illicit drugs, in which strict
policies prohibit buying, selling, and using most drugs, and both penalties and enforcement
already exist at relatively high levels, marginal increases in enforcement efforts appear to do
little to change use patterns or problems. Indeed, research suggests that increased enforcement
may at times result in increased use and/or problems. Individual-Level In addition to the six
aforementioned environmental domains that influence ATOD use and associated problems, there
are individual-level factors that shape these outcomes. Major individual-level perspectives are: 1)
biological; 2) social control; 3) social learning; and 4) general strain. Biological theorists argue
that there is a hereditary predisposition to ATOD use. Social control theory states that ties with
social institutions inhibit ATOD use by promoting conformity to group norms. Social learning
theory posits that all legitimate and illegitimate behaviors are learned, and that the principles of
operant conditioning dictate how individuals become inclined to ATOD use. General strain
theory (GST) suggests that ATOD use is the direct result of the failure to achieve positivelyvalued goals, the removal of positively-valued stimuli, and the presence of noxious stimuli. As
with the six domains discussed previously, we review both the associational research that has
linked these theoretical perspectives to ATOD use and associated problems, and the intervention
research that has attempted to reduce ATOD use and associated problems through the
manipulation of these individual-level characteristics.
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Alcohol—A body of research has determined that alcohol use and abuse can be attributed to both
biochemical [198-200] and genetic [201-206] factors. Consistent with social control theory,
single-parent families and family systems disrupted by death or divorce [207-209] are related to
alcohol use among youth. Adolescents who do not have a close relationship with their parents,
who do poorly in school, and who lack strong religious beliefs are also more likely to become
alcohol involved [210, 211]. Empirical tests of social learning theory have confirmed that
familial alcohol-using behaviors are strong predictors of adolescent alcohol use [212-214]. While
GST is relatively new, initial research has suggested a positive relationship between a youth’s
level of strain and subsequent alcohol use [215-217].
A large body of intervention research indicates that individual-level factors can be manipulated
to reduce alcohol use and abuse. Early childhood interventions, such as teaching parenting and
social skills to caregivers, have been shown to reduce alcohol use among youth [218, 219]. School
programs that teach social competency and establish norms against alcohol use have reduced
favorable attitudes toward alcohol use and reduced the prevalence of alcohol use among schoolaged populations [220, 221]. Programs that have focused on improved academic performance
and school and family bonding have reduced short-term alcohol use [222]. Social influence strategies
have also been shown to have beneficial effects in the onset of alcohol use [221, 223-226].
Tobacco—A small body of research has determined that tobacco use can be attributed to genetic
factors [201, 227, 228]. Consistent with social control predictions, unstable family systems are
related to cigarette use among youth [207, 209]. Empirical tests of social learning theory have
confirmed that ATOD salience in the household is a strong predictor of children’s expectations
to use tobacco and the actual use of tobacco [214, 229]. While GST is relatively new, initial
research has suggested a relationship between a youth’s level of strain and tobacco use [216,
217, 230].
Early childhood interventions, such as teaching parenting and social skills to caregivers, have
been shown to reduce tobacco use among youth [218, 219, 231]. Reviews of social influence and
health consequence strategies have found modest but significant reductions in the onset and
prevalence of cigarette smoking [223, 224, 232, 233].
Illicit drugs—The significance of familial transmission of drug abuse and dependence is well
established [234, 235]. Studies of twin registries [236] and the classic adoption studies of
Cadoret et al [237, 238] have demonstrated the importance of genetic factors to drug-related
disorders. Consistent with social control predictions, single-parent families and family systems
disrupted by death or divorce are related to illicit drug use among youth [207, 209, 239].
Adolescents who do not have a close relationship with their parents, who do poorly in school,
and who lack strong religious beliefs are also more likely to become drug-involved [210, 211,
214, 240, 241]. Empirical tests of social learning theory have confirmed that exposure to adults
and peers who use drugs is a strong predictor of adolescent illicit drug use [214, 229, 242-245].
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While GST is relatively new, initial research has suggested a relationship between a youth’s
level of strain and illicit drug use [215-217, 230]. Early childhood interventions, such as teaching
parenting and social skills to caregivers, have been shown to reduce illicit drug use among youth
[218, 246]. School programs that involve curriculum restructuring and the teaching of social
competency have led to reduced drug use [247]. Programs that have focused on improved
academic performance and school and family bonding have reduced both short- [248, 249] and
long-term drug use [222]. Social influence strategies have also been shown to reduce the onset of
drug use [223, 224, 226].
Summary—A large body of associational evidence suggests that individual level factors affect a
person’s inclination to use alcohol, tobacco, and illicit drugs. Moreover, the intervention research
suggests that ATOD use can be changed directly by manipulating the individual factors that
increase one’s proclivity toward ATOD use.
DISCUSSION
We present an ATOD causal model that identifies Domains that are theoretically salient and
empirically connected across alcohol, tobacco, and illicit drugs. The model identifies key domains
which are important to effective prevention. In many cases, some of these Domains are more
powerful than others and deserve special attention. The most salient domain is Economic
Availability. The research evidence overwhelmingly indicates that, across the three substance
categories, consumption declines as price increases. There is also strong evidence for the inclusion
of Retail Availability in the model. When restrictions are placed on the retail availability of alcohol
and tobacco, consumption and associated problems decrease. While there is little evidence to
demonstrate that efforts to reduce the retail availability of illicit drugs would have a similar
effect, descriptive studies of the illicit drug market suggest that a similar relationship exists.
At worst, attempts to reduce the retail availability of illicit drugs would result in displacement
(i.e., drug markets may shift in location or structure to accommodate new retail restrictions).
Support for the inclusion of Social Availability comes primarily from surveys that have shown
that a significant proportion of alcohol, tobacco, and illicit drugs are obtained through social
sources. Limited research indicates that the availability of ATOD through social sources is
associated with specific problems.
Research also provides strong support for the inclusion of Promotion in the model. Higher levels
of exposure to alcohol and tobacco advertising are associated with increased consumption and
problems. It appears, however, that partial restrictions on advertising have little impact on the
promotion/use relationship. Instead, total bans are needed to reduce use. Few studies of illicit
drug market promotion exist, although it is reasonable to hypothesize that illicit drug promotion
is related to use.
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The evidence to support the inclusion of Community Norms in the model is less conclusive. In
general, evidence to support the relationship between community norms and ATOD use and
problems comes from the observations that levels and types of use and public policies to address
use vary across culture, time, and place. Studies struggle to define and measure community
norms, and little research directly addresses the relationship between norms and use. Studies of
efforts to enforce specific alcohol and tobacco policies provide strong evidence that enforcement
efforts can result in increased reductions of alcohol and tobacco consumption and associated
problems over and above simple passage or existence of a law, providing support for the inclusion of
Enforcement in the model. For illicit drugs, in which strict policies prohibit buying, selling and
using most drugs, and both penalties and enforcement already exist at relatively high levels,
marginal increases in enforcement efforts appear to do little to change use patterns or problems.
A large body of evidence suggests that Individual-Level factors affect a person’s inclination to
use alcohol, tobacco, or illicit drugs. Moreover, intervention research finds that ATOD use can
be changed when specific individuals, or persons nested within certain environments (e.g., schools),
are directly targeted. These successes are achieved by manipulating the individual-level factors
that increase one’s proclivity toward ATOD use. The major stumbling block to individual-level
prevention efforts, however, is the inability to affect long-term change at the population level.
While it is theoretically possible (though not practically feasible) to intervene at the individual
level with every student in the United States, such interventions would necessarily need to be
repeated as frequently as members of the population change. That is, when targeting individuals,
there will always be new people in need of intervention. The environmental domains discussed
in the current essay address population turnover by focusing on the environment in which
individuals live, rather than the individuals themselves.
Complex systems cannot be completely understood by breaking them down into individual
components. Undoubtedly, there are complex interactions among all of the domains in our
model. To date, scientific research provides limited support and clarity to the complex system
which results in substance use and its problems. Even this depth of understanding, however, can
significantly assist prevention practitioners and policymakers design and implement strategies
to effectively intervene to change patterns of ATOD use and related problems.
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