Table 1.

Summary of the 10 Core Steps of the Icelandic Prevention Model

Community Capacity Building			Implementation of Core Processes						Repetition
Step 1 (Local Coalition Identification, Development, and Capacity Building)	Step 2 (Local Funding Identification, Development, and Capacity Building)	Step 3 (Pre–Data Collection Planning and Community Engagement)	Step 4 (Data Collection and Processing, Including Data-Driven Diagnostics)	Step 5 (Enhancing Community Participation and Engagement)	Step 6 (Dissemination of Findings)	Step 7 (Community Goal-Setting and Other Organized Responses to the Findings)	Step 8 (Policy and Practice Alignment)	Step 9 (Child and Adolescent Immersion in Primary Prevention Environments, Activities, and Messages)	Step 10 (Repeat Steps 1-9 Annually)
Identify or develop a local prevention coalition, including school superintendents, school principals, school faculty, parents and other caregivers, community professional providers (public health, medical, mental health, recreation, faith community, law enforcement, etc.), elected officials, and other community leaders.Develop collective teamwork and capacity to achieve goals of reduced/eliminated substance use.Identify existing or new resources to include at least one professional dedicated to support coalition activities.	Identify existing and new resources.Reorganize funding to incorporate long-cycle grant funding (5 or more years) and contracting or make permanent structural changes to ensure ongoing funding.	Conduct community and school meetings designed to prepare the community for participation.Describe the Icelandic Prevention Model and data collection procedures, especially those protecting students and ensuring meaningful data collection.Answer community questions before each year’s data collection begins.	Distribute consent forms/introduction letters.Prepare final version of survey.Print surveys (if paper-and-pencil) and/or prepare for online distribution.Collect data from students, with data collection being primarily facilitated by an incentivized school leader, faculty, or staff member.Collect print surveys.Scan print surveys.Data are merged and cleaned.Descriptive data analysis is completed.Diagnostic data analysis is completed	Advertise community meetings using multiple channels.Extend invitations from local coalition “champions” to community and key stakeholders.Reduce barriers to community participation as needed, for example, providing child care, trans portation assistance, and meals as appropriate.	Reports are prepared.Reports are printed and disseminated to all involved using multiple media channels.Reports emphasize user-friendly and jargon free language and easy to interpret charts and graphs.Community presentations are advertised and conducted.Community presentations emphasize user-friendly and jargon free language and easy to interpret charts and graphs.Reports and presentations include no identifying information of individuals and are in confidential ownership of the local community in hand.	Local coalitions guide community in goal-setting activities.Set 3-4 specific goals related to community relevant risk and protective factors.Plan strategies/actions based on selected goals.Communicate community-selected goals and strategies to parents and other caregivers throughout the community using multiple channels of communication.	Identify ways to align local policies and professional practice with goals selected by the community/coalitionExamples include School improvement plans and other community strategic plans.Identify and pursue necessary changes to current policy and professional practice.Communicate community-selected goals and strategies, as well as updates to policy and practice, to noncoalition, local professionals throughout the community using multiple channels of communication.	Children and adolescents receiving the “treatment” of time spent in a social environment are associated with reduced substance use initiation.	Evaluate opportunities to improve capacity and communication in Steps 1-3.Repeat Steps 4-9.