Prevention Survey_Final

Please list your installation or ship name: _____________________

Prevention Survey

Instructions The purpose of this survey is to assess the expertise needed to conduct primary prevention with military Service members. Primary prevention efforts aim to prevent Service members from dying by suicide; misusing alcohol; assaulting, harassing or bullying others; and engaging in interpersonal violence through programs, education and training, evaluation studies and other activities. No one person is expected to have expertise in all areas; however, understanding your expertise can help determine how you can best contribute to a larger prevention team. For each item in the survey, you will be asked to rate how knowledgeable you are and how relevant it is to your job or position. There are no right or wrong answers, please just answer based on your experience.
Section 1: Primary Prevention Rate how knowledgeable you are about each item from 1 (No knowledge) to 5 (Extensive knowledge/expertise) and how relevant each item is to your job or position from 1 (Not relevant) to 5 (Central to my job or position).
Define prevention and describe the associated core concepts such as primary, secondary, and tertiary prevention
	None	1	2	3	4	5	Extensive
Knowledge		〇	〇	〇	〇	〇
Relevance		〇	〇	〇	〇	〇
Explain the importance of cross-agency collaboration and the role that different agencies, organizations and disciplines within the military (e.g., SAPRO, victim advocates, equal opportunity officers) and with external individuals and organizations play in preventing suicide and harmful behaviors like alcohol misuse, domestic violence, sexual assault, and harassment before they occur
	None	1	2	3	4	5	Extensive
Knowledge		〇	〇	〇	〇	〇
Relevance		〇	〇	〇	〇	〇
Articulate how the goals, target audience, and facilitator skillsets differ for response efforts versus primary prevention efforts
	None	1	2	3	4	5	Extensive
Knowledge		〇	〇	〇	〇	〇
Relevance		〇	〇	〇	〇	〇
Describe the influence of risk factors for suicide and harmful behaviors like alcohol misuse, domestic violence, sexual assault and harassment across multiple levels: individual (e.g., sex), relationship (e.g., abusive intimate relationship), community or organization (e.g., general tolerance of harmful behaviors), societal (e.g., weak laws)
	None	1	2	3	4	5	Extensive
Knowledge		〇	〇	〇	〇	〇
Relevance		〇	〇	〇	〇	〇
Describe the influence of protective factors for suicide and harmful behaviors like alcohol misuse, domestic violence, sexual assault and harassment across multiple levels: individual (e.g., emotional health), relationship (e.g., communication skills), community or organization (e.g., lack of tolerance of harmful behaviors), societal (e.g., strong laws and positive norms)
	None	1	2	3	4	5	Extensive
Knowledge		〇	〇	〇	〇	〇
Relevance		〇	〇	〇	〇	〇
Explain how data can be used to identify emerging risks at my installation (e.g., spikes in prevalence of sexual assault)
	None	1	2	3	4	5	Extensive
Knowledge		〇	〇	〇	〇	〇
Relevance		〇	〇	〇	〇	〇
Describe key sources of data (e.g., workplace surveys, incident databases) across the Department of Defense, and for specific components and installations and describe their strengths and weaknesses
	None	1	2	3	4	5	Extensive
Knowledge		〇	〇	〇	〇	〇
Relevance		〇	〇	〇	〇	〇
Choose and justify an evidence-based prevention activity based on characteristics of the intended audience
	None	1	2	3	4	5	Extensive
Knowledge		〇	〇	〇	〇	〇
Relevance		〇	〇	〇	〇	〇
Distinguish between prevention activities that are evidence-based and those that are not
	None	1	2	3	4	5	Extensive
Knowledge		〇	〇	〇	〇	〇
Relevance		〇	〇	〇	〇	〇
Understand the multiple key elements of effective prevention practice (e.g., varied teaching methods)
	None	1	2	3	4	5	Extensive
Knowledge		〇	〇	〇	〇	〇
Relevance		〇	〇	〇	〇	〇
Describe the importance of evaluation and why and when evaluation should be done
	None	1	2	3	4	5	Extensive
Knowledge		〇	〇	〇	〇	〇
Relevance		〇	〇	〇	〇	〇
Develop a long-term plan for prevention and identify issues that may impact the goals and sustainability of the plan
	None	1	2	3	4	5	Extensive
Knowledge		〇	〇	〇	〇	〇
Relevance		〇	〇	〇	〇	〇
Describe ways that prevention of one type of harmful behavior (e.g., sexual assault) can be integrated into other prevention efforts (e.g., alcohol and drug prevention, other violence prevention) and identify common barriers to integration
	None	1	2	3	4	5	Extensive
Knowledge		〇	〇	〇	〇	〇
Relevance		〇	〇	〇	〇	〇
Communicate evaluation findings (e.g., what changed, in whom, by how much, what this means for your program)
	None	1	2	3	4	5	Extensive
Knowledge		〇	〇	〇	〇	〇
Relevance		〇	〇	〇	〇	〇
Identify key military policies, laws or regulations that address suicide, harmful behaviors like alcohol misuse, domestic violence, sexual assault and harassment and their prevention
	None	1	2	3	4	5	Extensive
Knowledge		〇	〇	〇	〇	〇
Relevance		〇	〇	〇	〇	〇
Demonstrate a trauma-informed approach when delivering sensitive prevention content
	None	1	2	3	4	5	Extensive
Knowledge		〇	〇	〇	〇	〇
Relevance		〇	〇	〇	〇	〇
Identify and describe training resources, conferences, and courses that would be appropriate for learning new information on sexual assault prevention strategies, research, and best practices
	None	1	2	3	4	5	Extensive
Knowledge		〇	〇	〇	〇	〇
Relevance		〇	〇	〇	〇	〇
Identify key professional organizations and agencies within and outside the military that are related to prevention and describe how these organizations can assist in maintaining and developing prevention skills
	None	1	2	3	4	5	Extensive
Knowledge		〇	〇	〇	〇	〇
Relevance		〇	〇	〇	〇	〇
Section 2: Service Member Engagement Rate how knowledgeable you are about each item from 1 (No knowledge) to 5 (Extensive knowledge/expertise) and how relevant each item is to your job or position from 1 (Not relevant) to 5 (Central to my job or position).
Demonstrate the ability to present data in a clear and understandable manner for different audiences
	None	1	2	3	4	5	Extensive
Knowledge		〇	〇	〇	〇	〇
Relevance		〇	〇	〇	〇	〇
Identify potential prevention offices/partners (within and outside the installation) and resources to assist in conducting an evaluation
	None	1	2	3	4	5	Extensive
Knowledge		〇	〇	〇	〇	〇
Relevance		〇	〇	〇	〇	〇
Foster mutually respectful interactions between Service members and leadership at your installation
	None	1	2	3	4	5	Extensive
Knowledge		〇	〇	〇	〇	〇
Relevance		〇	〇	〇	〇	〇
Convey what your prevention efforts are trying to promote (e.g., safe and respectful environments) in addition to what these efforts are trying to prevent (e.g., sexual assault)
	None	1	2	3	4	5	Extensive
Knowledge		〇	〇	〇	〇	〇
Relevance		〇	〇	〇	〇	〇
Demonstrate the ability to prepare different types of culturally appropriate written documents (e.g., written testimony, public health brief, fact sheet, press release, letter to the editor, policy statement, website content, etc.) to effectively communicate information about prevention
	None	1	2	3	4	5	Extensive
Knowledge		〇	〇	〇	〇	〇
Relevance		〇	〇	〇	〇	〇
Work with Service members in such a way that they have meaningful input into decisions about prevention activities
	None	1	2	3	4	5	Extensive
Knowledge		〇	〇	〇	〇	〇
Relevance		〇	〇	〇	〇	〇

Section 4: Demographics Below are a few questions about your background. This information is used to help characterize the group of individuals responding to this survey and will not impact your anonymity.

Age

Sex

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Male

Female

Service

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Air Force

Army

Navy

Marine Corps

Space Force

N/A

Component

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〇

〇

〇

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Active

Natl Guard

Reserve

DoD Civilian

N/A

Paygrade (select one)

Education

E1-E4

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Some HS

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E5-E6

〇

HS Diploma/GED

〇

E7-E9

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Some college/no degree

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O1-O3

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2 yr. college

〇

O4-O6 or above

〇

4 yr. college

〇

W1-W3

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> 4 yr. college

〇

W4-W5

〇

Prefer not to respond

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Prefer not to respond

〇

GS, fill in number:

Race / Ethnicity
What is your race and/or ethnicity? Select all that apply and enter additional details in the spaces below.
American Indian or Alaska Native:
Enter, for example, Navajo Nation, Blackfeet Tribe of the Blackfeet Indian Reservation of Montana, Native Village of Barrow Inupiat Traditional Government, Nome Eskimo Community, Aztec, Maya, etc.________ ______________________________________________________________________________________ _______________________________________________________________________________________
Asian:
	〇	〇	〇	〇	〇	〇
	Chinese	Asian Indian	Filipino	Vietnamese	Korean	Japanese
Enter, for example, Pakistani, Hmong, Afghan, etc._______________________________________________ ________________________________________________________________________________________
Black or African American:
	〇	〇	〇	〇	〇	〇
	African American	Jamaican	Haitian	Nigerian	Ethiopian	Somali
Enter, for example, Trinidadian and Tobagonian, Ghanaian, Congolese, etc.__________________________ ________________________________________________________________________________________
Hispanic or Latino:
	〇	〇	〇	〇	〇	〇
	Mexican	Puerto Rican	Salvadoran	Cuban	Dominican	Guatemalan
Enter, for example, Colombian, Honduran, Spaniard, etc._________________________________________ _______________________________________________________________________________________
Middle Eastern or North African:
	〇	〇	〇	〇	〇	〇
	Lebanese	Iranian	Egyptian	Syrian	Iraqi	Israeli
Enter, for example, Moroccan, Yemeni, Kurdish, etc._____________________________________________ _______________________________________________________________________________________
Native Hawaiian or Pacific Islander:
	〇	〇	〇	〇	〇	〇
	Native Hawaiian	Samoan	Chamorro	Tongan	Fijian	Marshallese
Enter, for example, Chuukese, Palauan, Tahitian, etc.____________________________________________ _______________________________________________________________________________________
White:
	〇	〇	〇	〇	〇	〇
	English	German	Irish	Italian	Polish	Scottish
Enter, for example, French, Swedish, Norwegian, etc._____________________________________________ ________________________________________________________________________________________

Thank you!

Version: 3/6/25

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