The six prevention domains, tasks, knowledge & skills are found in the IC&RC PS Candidate Guide (pages 11-33).
| active listening |
| adhering to budget requirements/guidelines |
| advocacy and public health promotion |
| advocacy in public health promotion and prevention |
| applying current prevention theory and evidence-based practice to prevention work |
| applying federal and local mandates regarding confidentiality and reporting of suspected abuse and neglect of service recipients |
| applying professional codes of conduct/ethics related to the prevention profession |
| assessing and building community resources and readiness |
| brief intervention and referral |
| building rapport |
| building sustainable relationships and alliances |
| capacity building |
| collaboration |
| collecting, organizing, analyzing, and reporting funding data |
| collecting, organizing, and analyzing data |
| collecting, organizing, and interpreting data |
| communicating health disparities that impact diverse communities |
| communicating prevention policies to decision makers |
| community engagement |
| conducting activities consistent with strategic prevention planning models |
| conducting comprehensive strategic planning activities |
| conducting evaluation methods |
| conducting strategic planning activities |
| continuing professional development through education, self-evaluation, supervision, and consultation to maintain competence and enhance professional effectiveness |
| creating comfortable environments |
| creative processes |
| cultural competence and sensitivity |
| cultural responsiveness |
| demonstrating cultural competence and sensitivity |
| demonstrating ethical decision-making in prevention work |
| demonstrating personal use of strategies for healthy living |
| developing and implementing media strategies |
| developing and implementing social marketing strategies |
| developing, modifying, and implementing culturally appropriate materials |
| developing, modifying, and implementing materials for the target audience |
| effective written and interpersonal communication |
| encouraging multiple perspectives |
| encouraging participation |
| engaging the media |
| ensuring outcome-based decisions |
| ensuring quality decisions |
| evaluating effectiveness of media campaign |
| facilitating focus groups |
| facilitating group processes |
| facilitating groups |
| following a work plan |
| fostering shared leadership |
| handling unexpected issues |
| identifying and engaging change agents and policy makers |
| identifying and engaging key stakeholders |
| identifying appropriate visual aids |
| identifying change agents |
| identifying current and emerging community leaders |
| identifying signs and symptoms of mental, emotional, and behavioral health issues |
| identifying signs, symptoms, and progressive stages of addiction |
| identifying target audience |
| identifying target populations |
| implementing capacity-building strategies among diverse groups |
| implementing effective, outcome focused prevention programming |
| implementing environmental change strategies |
| implementing evidence-based practices |
| implementing strategies to ensure the safety of program participants |
| increasing level of involvement of local and state organizations and cultural groups |
| information gathering and data analysis |
| integrating behavioral health and physical health |
| interpreting and applying prevention program evaluation findings |
| involving target audience in all stages of the marketing campaign |
| leading discussion |
| listening and observation |
| maintaining core components when modifying evidence-based programs |
| maintaining fidelity when adapting evidence-based programs |
| modeling appropriate behaviors and communication skills |
| modeling cultural competence and sensitivity |
| modifying and implementing instructional materials |
| negotiating |
| networking |
| networking and outreach to community partners |
| networking and outreach to policy makers |
| networking and relationship building |
| obtaining copyright permission prior to implementing copyrighted materials/content |
| obtaining informed consent of participants |
| organizing presentation logically |
| planning a media campaign |
| preventing and managing conflict |
| providing community training |
| providing technical assistance |
| public health advocacy |
| public speaking |
| recognizing personal limitations and seeking assistance when needed |
| researching topic materials |
| resource sharing |
| seeking and utilizing feedback |
| selecting culturally relevant evaluation instruments/models |
| story telling |
| synthesizing prevention theories and models |
| technical assistance |
| time management |
| training, mentoring, and organizing community groups and volunteers |
| training, mentoring, and organizing community groups, volunteers, and other stakeholders |
| transferring ownership of prevention programs to the community |
| utilizing media outlets |
| utilizing technological resources in presentation delivery |
| working collaboratively within the public health system |
| working with diverse populations |
| working with existing organizational and community structures |
| working with political, judicial, and law enforcement systems |
| working within existing community structures and norms |
| working within existing organizational and community structures |
| working within local political systems |
| working within the context of the organizational culture |