Friday Night Live Youth-Led Campaigns to Tackle Alcohol Ads

July, 2014 California Friday Night Live Partnership The mission of Friday Night Live is to build partnerships for positive and healthy youth development which engage youth as active leaders and resources in their communities.

The primary focus of the FNL/CL/FNL Kids/FNL Mentoring Programs is to form youth/adult partnerships with young people, providing programs rich in opportunities and support, so young people will be less likely to engage in problem behaviors, more likely to achieve in school, and more likely to attend higher education or secure a full-time job. FNL’s vision is to work hand-in hand with young people so they are both problem free and fully prepared.

The California Friday Night Live Partnership provides the leadership and field support needed for continued growth and enhancement of FNL/CL/FNL Kids and FNL Mentoring programs. The California Friday Night Live Partnership (CFNLP) was formed to support the following goals for the Friday Night Live system: to provide guidance and leadership to the Friday Night Live Partnership counties, and to build alliances in support of youth development. Contents

I. Alcohol Advertisements Campaign Overview ...... 1 II. Capacity Building...... 3 Session 1: Understanding your Environment Walking Tour...... 4 Session 2: Roots and Branches...... 6 Session 3: What does Environmental Prevention Look Like? ...... 9 Session 4: Alcohol Impacts my Community ...... 13 Session 5: Introduction to Media Literacy ...... 19 Session 6: Celebrity Status ...... 30 Session 7: Power and Existing Laws...... 40 III. Build Research Skills...... 50 Session 8: Why Collect Data? ...... 51 Session 9: What is Youth Action Research? ...... 53 Session 10: Introduction of the 7 Steps of Action Research...... 55 IV. Do Research ...... 59 Session 11: Observational Assessment Day 1 ...... 60 Session 12: Observational Assessment Day 2 ...... 80 Session 13: Observational Assessment Day 3...... 83 V. Use Data for Action ...... 86 Session 14: Quantitative Data Analysis ...... 87 Session 15: Developing Findings and Recommendations ...... 96 VI. Action!...... 106 Session 16: Review Campaign Options ...... 107 Session 17: Putting a Plan Together ...... 115 Session 18: Action vs Activity...... 118 Session 19: Develop a Strategic Action Plan ...... 124 VII. Campaign Implementation...... 129 Session 20: Who has the Power? ...... 130 Session 21: Steps to Implementing Campaigns 1-3 ...... 137 VIII. Reflect and Celebrate ...... 142 Session 22: Group Reflection: Assessing the Campaign Process and Impact...... 142 Appendix A: Timeline Planning and Time Management...... A-1 Time Mapping Activity...... A-1 Five Time Management Tips ...... A-4 Chapter Timeline Planning ...... A-5

I. Alcohol Advertisements Campaign Overview

Why Focus on Alcohol Ads? A recent national study concluded that greater exposure to alcohol advertising contributes to an increase in drinking among underage youth. Specifically, for each additional ad a young person saw (above the monthly youth average of 23), he or she drank 1% more. For each additional dollar per capita spent on alcohol advertising in a local market (above the national average of $6.80 per capita), young people drank 3% more.1

Images, ads, and other messages found on the radio, in stores, in movies and TV programs, on the web, and in many other locations often are strategically designed to make drinking alcohol look cool, sexy, and appealing to youth. Additionally, underage youth are targeted with alcohol ads. A recent study found that underage youth in the US were 96 times more likely per capita to see an ad promoting alcohol than an industry ad discouraging underage drinking.2

To combat the overexposure and oversaturation of alcohol ads in communities, this toolkit focuses on reducing community and youth exposure to alcohol ads, promotions, and other pro- alcohol messages through youth-action research and a youth-led campaign.

Who is This Toolkit For? Youth and community members should consider an alcohol ads campaign approach when alcohol ads (storefront advertising and billboard advertising) are highly visible or present in their neighborhoods. Youth should have an interest in media and developing messages to promote healthier communities.

10 Steps of an Alcohol Ads Campaign The Tackling Alcohol Advertisements Toolkit is designed to support adult allies and youth to carry out a campaign that focuses on reducing exposure of youth and community members to alcohol advertisements – both big and small. Below are the suggested 10 steps of this alcohol ads campaign:

1. Recruit your group – identify youth who are interested in arts and media 2. Build your team – start discussing the impact alcohol advertising has on youth 3. Learn about the issue – neighborhood walkabouts to identify how and where alcohol ads are placed in the community 4. Do your research – collect information about the placement of alcohol ads in the vicinity of youth and community members

1 . L.B. Snyder, F.F. Milici, M. Slater, H. Sun, and Y. Strizhakova, “Effects of Alcohol Advertising Exposure on Drinking Among Youth,” Archives of Pediatrics and Adolescent Medicine 160 (2006): 18-24 2. Center on Alcohol Marketing and Youth, “Alcohol Industry ‘Responsibility’ Advertising on Television,” (Washington, D.C., 2005)

These materials were produced through the California Friday Night Live Partnership Friday Night Live Page with funding provided by the California Department of Health Care Services. Youth-Led Campaigns to 1 Tackle Alcohol Ads 5. Figure out what your data means – identify one local store or billboard to focus on given your data findings 6. Come up with solutions – decide what options you have to reduce alcohol ads in this store or billboard 7. Choose a campaign - decide the campaign option that best meets your communities need 8. Make a campaign action plan – based on your campaign choice, develop a plan A and plan B to reduce alcohol ads and increase positive messages 9. Take action – partner with local merchants or billboard companies to make request to reduce alcohol ads 10. Reflect and celebrate – celebrate progress made and reflect on ways to improve or build upon your campaign

In this Section: Session 1: Understanding your Environment Walking Tour

Session 2: Roots and Branches

Session 3: What does Environmental Prevention look Like

Session 4: Alcohol Impacts my Community

Session 5: Introduction to Media Literacy

Session 6: Celebrity Status

Session 7: Power and Existing Laws

Objectives: To encourage participants be conscious Materials needed: of the many factors in their physical environment that encourage or discourage healthy behavior. • Pens for each participant • Clipboard or hard surface for It’s easy to tune out the messages and other influences each participant to write on that surround you. Sometimes people need help to see things that have been in their environment that they • Observational tool have never consciously acknowledged or critiqued. • Flip chart paper In this activity, participants take a walk around a neighborhood, looking for things that might contribute to health, and for things that have the opposite effect.

Time: 60 minutes

Note to Facilitator:

It’s important that the activity leader selects in advance the location and the route in which participants take in the tour. Neighborhoods which have a higher density of businesses and other commercial activity are better, as participants can see more in less time. Pick an area in which you might be able to get a balance of positive influences—like a library—with negative influences—like alcohol billboards, fast food restaurants.

Note that this activity can be expanded by visiting two different neighborhood commercial areas, and comparing the differences. Choosing working class and more affluent neighborhoods gives participants an opportunity to not only consider messages and factors in the environment, but how different groups might be exposed to different environments.

Suggested Steps: Inside Orientation and Overview 1. Begin by explaining that we are going to get out of our heads and focus on opening our eyes and ears to what’s happening in the community. Explain that it’s easy to tune out what is in our world, both positive and negative. It’s amazing what else you notice if you are really looking, rather than talking, planning, or daydreaming. 2. Introduce that we are going to take a walk outside but the focus for us is not the destination, but what we see along the way. What you really want people to pay attention to are things that impact health—both good and bad. Instruct that when group members observe these things, they are going to write them down. If they see something again, just put a check mark next to it rather than writing the word again. Place things they think promote health on the left side, and things that are bad for our health on the right.

Page Friday Night Live These materials were produced through the California Friday Night Live Partnership with funding provided by the California Department of Health Care Services. 4 Youth-Led Campaigns to Tackle Alcohol Ads Show an example on a flip chart paper to the group: Health + Health - Park ✔ Gambling billboard

Teen clinic Fast cars

Library Vacant lot ✔

Community garden Fast food restaurant

Bike lane Head shop

Convenience store that sells cheap alcohol ✔✔✔

Pass out observation papers and clipboards or hard writing surfaces to participants. Ask people to pair up. If possible, use a map to tell participants where the observation starts, and where it ends. Outside Activity 3. Start the walk. Encourage participants to look up, down, and around. Remind participants to note any positive or negative influences on their papers. Keep people together, but separated enough to discourage socializing. Inside Debrief and Conclusion 4. Debrief the activity. Use the following questions to assist: −− What did you see that you hadn’t noticed before (ask only if this is an area which participants frequent)? −− What stood out to you most? −− What was most surprising to you about what you saw? −− What did you learn from this activity? −− How do you see your community now that you did this activity? Do you see it differently? −− What could we change in our environment to make our health better?

Objectives: This activity is intended to Materials needed: provide a visual analogy for a relatively complex approach to community change • Large flip chart paper that addresses the environmental and social • Markers factors behind community challenges and • Masking Tape issues. • Cut outs of leaves and roots (optional) Time: 45-60 minutes

Suggested Steps: 1. Begin by drawing a large, single tree on the flip chart paper, accentuating five branches and five roots. 2. Write in the middle of the trunk of the tree “head cold” and ask the participants to shout out what happens and what the symptoms are when they have a head cold. Write these responses next to or on the branches of the tree. Examples include runny nose, headache, fever, achy feeling, sneezing, etc. 3. Explain that these items written on the branches are the symptoms, but that in order for these symptoms to occur, there must be a cause. Ask the participants to shout out what causes a person to have a head cold, and write these responses next to or on the roots of the tree. Examples include germs, not enough sleep, didn’t dress warm enough, bad diet, etc. 4. Explain that these items written on the roots are the causes to the symptoms. Often we spend lots of money and energy trying to get rid of the symptoms (like taking an aspirin for a headache), but if the root causes are not addressed, the symptoms will continue (if you don’t sleep at night, it doesn’t matter how many aspirins you take, your headache will keep coming back). 5. Use this analogy to focus on other social problems. Draw another tree, and in the trunk of the tree, write in a specific problem (i.e. underage drinking). 6. Follow steps 2 through 4, engaging participants to first identify the symptoms (i.e. for alcohol abuse answers could be violence, death, school dropout, loss of job, etc.). Then write the factors that cause these symptoms (i.e. easy access, peer pressure, etc.). 7. Have participants split into teams of 3 to 5 and give each team a poster with a different topical issue (or specific issue within underage drinking) written in the tree trunk (i.e. violence, tobacco addiction, teen pregnancy, bullying and harassment, etc.). 8. Have groups report out on their tree. As facilitator, ask if any roots are really branches, and vice versa, and replace where necessary. Some things may be hard to distinguish or the group decides they are both a root and a branch. This is common with peer pressure. Peer pressure is often a symptom, or a branch. But it could also be a root if the group says that everybody thinks it’s okay to drink and that it’s a social norm.

Page Friday Night Live These materials were produced through the California Friday Night Live Partnership with funding provided by the California Department of Health Care Services. 6 Youth-Led Campaigns to Tackle Alcohol Ads 9. Close by stating that when we think about addressing these issues we want to tackle the root causes, and not the symptoms, so we have a stronger impact long term. 10. OPTIONAL: If you want to continue this activity into brainstorming for actions or projects, ask the group what some ideas are to tackle one of the roots. List out the answers and be sure the suggested idea is in fact tackling that root and not a symptom or branch.

Note to Facilitator: If you are tackling specific alcohol issues, you can think about categorizing all the root responses into 4 categories: easy access or availability; lack of policies or enforcement of policies; pro-alcohol media messages and; community norms. If the specific root responses do not fall into these categories, it may be a symptom.

Talking Points The power of this activity lies in the simple visual analogy that can be replicated for a variety of issues. It is very helpful when designing effective community development planning and organizing strategies. As the facilitator, remind participants that effective action planning and organizing starts by addressing the root or causes of a problem, rather than focusing on a “bandaid” solution (i.e. an aspirin for a headache, a “just say no” program for alcohol abuse). This lays the groundwork for implementing programs and efforts that are grounded in environmental prevention based strategies, as compared to one time, symptom-focused efforts.

Your issue:

What are the CAUSES or “roots”?

Objective: This activity helps participants link Materials needed: environmental prevention (EP) concepts to practical projects that youth and community • Easel and flip chart members could realistically carry out. It is • Markers designed to help break down misconceptions • 8 5”x7” sticky notes for each participant about what environmental prevention is, and (alternatively, cut up colored paper and show youth and adults that there are indeed give participants tape to post on easel things that they can do apart from peer paper) education to address alcohol and other health issues in their communities and schools. • Copies of scenarios so that each rotating group will have one to read, signs Time: 90 minutes designating stations 1 through 4, notes for facilitator.

Preparation: Create flip charts, one for each of the following: norms, access, messages, and policies. Under each factor list questions below for participants to think about and then write their answers under each factor. Post these around the room.

• Norms: “What behaviors do you think are accepted about underage drinking?” • Access: “Where are places that a young person could get alcohol?” • Messages: “Where do young people get messages that it’s okay to drink underage?” • Policies: “What laws do we need to enact or better enforce to reduce underage drinking?

Suggested Steps:

Definition of Environmental Prevention 1. Review some of the basics of environmental prevention. Start by reviewing the definition. −− Environmental prevention focuses on factors in our physical, social, and political environment that influence a person’s behavior. −− Environmental prevention recognizes that decisions about “healthy” and “unhealthy” behavior are not just a matter of education and personal choice. 2. Explain that there are four key components to environmental prevention: Messages, Norms, Policies, and Enforcement, and ask if this makes sense to people so far. −− Community Norms: What is considered acceptable in families and communities. −− Media Messages: TV, billboards, movies, magazines, etc. −− Laws, rules, and policies: Determined by schools, city councils, businesses, etc. −− Accessibility and availability: How easy is it to obtain alcohol, tobacco, and drugs.

These materials were produced through the California Friday Night Live Partnership Friday Night Live Page with funding provided by the California Department of Health Care Services. Youth-Led Campaigns to 9 Tackle Alcohol Ads Identify Factors in their environments 3. Reference the flip charts, one pad for each of the following: Norms,Access, Messages, and Policies (post a sign for each one in an corner of the room). Under each factor will be guiding questions for participants to think briefly about and then write their answers on colored paper where they will post up under each factor. −− Norms: “What behaviors do you think are accepted about underage drinking?” −− Access: “Where are places that a young person could get alcohol?” −− Messages: “Where do young people get messages that it’s okay to drink underage?” −− Policies: “What laws do we need to enact or better enforce to reduce underage drinking? 4. Facilitate a group brainstorm to answer the questions above. Or split the group into 4 groups and rotate through the flip charts (2 minutes at each factor). 5. When Brainstorming cases, have participants share some of their findings.As you wrap up this exercise, highlight the following ideas: −− Our few minutes of brainstorming show us that we have a lot of messages in our community environments—some positive, many negative, some ambivalent, some contradictory. −− Often when we think of prevention, we think of teaching people how to refuse the messages and availability of alcohol, tobacco, and other drugs, and make positive decisions. This is known as an individual prevention approach. −− While individual prevention is important, our images show us that we need to do more than just individual prevention. We need to address what’s going on in our environments—to reduce these messages that promote use. Approaches that look at changing the way community environments promote use and abuse are called environmental prevention approaches.

Strategy Stations Purpose: Brainstorm project ideas, implementation, challenges, the actual process of what is involved, and practicing thinking it out.

1. Give an Example: I’ve been sober for six months, but it sometimes gets pretty hard to stay on the wagon. Alcohol advertising is everywhere—it’s impossible to avoid! It’s bad enough that the first thing I see when I walk into the local store to get a coke is a Corona Beer tower with a smiling bikini model on top. I literally sit on a Bud ad plastered to the bench while waiting for the bus. I did get a little relief when Clear Channel took down the Grey Goose Billboard across the street from school and replaced it with a casino ad. Good thing I don’t have a gambling addiction too!

Page Friday Night Live These materials were produced through the California Friday Night Live Partnership with funding provided by the California Department of Health Care Services. 10 Youth-Led Campaigns to Tackle Alcohol Ads 2. Ask Participants: What are the issues that come up here? What project could we do to address any of the issues that came up? Have participants brainstorm. Add your own. Consider these: −− Work with a store manager or owner to take down some ads or promotions. −− Have the bus transit folks agree not to use their property for alcohol signs. −− Encourage Clear Channel to come up with voluntary guidelines about alcohol ads near schools or where young persons play. −− Get the local city council to establish an ordinance that regulates alcohol ads near schools and other places where young persons play. 3. Divide and break the group out into 4 parts to be at one of 4 stations (norms, media messages, access, and policy). Each station will have a flip chart containing a scenario, directions, and questions to answer as a group. The directions are: −− Read the scenario. −− Brainstorm as a group 5 projects that might address the issues in the scenario. −− Pick a project out of the brainstorm that would be most compelling. −− Then, think about the challenges of implementing it, what young people’s roles would be, resources would be needed, and what key people would benefit from the project. 4. Rotate groups through 2 stations at least (approximately 8 minutes at each station). 5. Discuss, share outcomes, and allow for questions and answers. Note to Facilitator: When groups report out ideas, it is your responsibility to push back if projects do not address environmental prevention factors.

We spent a month on nutrition and physical activity in health class, and I learned a lot! After school, I usually drive over to the local teen center (where there is plenty of free parking) to hang out and play video games. I walked through the main door and saw folks installing a new snack vending machine. Finally, they now have Fiery Hot Cheetos! Even better, the machine takes my ATM Card.

Scenario 2

Our school board put into effect a strict no tolerance alcohol and drug policy, but that policy doesn’t seem to apply to parent-oriented events like our annual sports banquet. The cash bar was pretty popular with the grown-ups—the mixed drinks especially. Things got a little out of hand though, and some adults started acting stupid, even coach! My mom usually doesn’t like when I drive at night, but she made me drive her home after the banquet—one too many, I guess.

Scenario 3

Most days, I stop by the convenience store near my house to pick up a snack and a drink. Last week, as I walked down the back aisle, I noticed packages of Jello near the energy drinks in the cooler. I picked one up, and realized they were Jello shots containing alcohol. Maybe they’d been there for a while, but I hadn’t noticed before. Now I just have to figure out which energy drinks don’t have booze in them, because I am thirsty!

Scenario 4

It’s not so easy to buy alcohol if you are underage in my community, but that doesn’t mean it’s not easy to get. Someone always knows someone 21 who gives them alcohol, like a friend, older brother or sister or cousin. And if you can’t get an adult to give it to you, then you can always steal it from your parents. A lot of people I know do that too.

Objective: To learn about the impacts of Materials needed: alcohol in the community. Throughout this workshop, participants will learn about • Pen/pencil/markers for each participant community organizing as a way to make • Pieces of paper for each participant (lined changes in communities. and unlined) Time: 90 minutes • One sheet flip chart paper • Music (iPod, Pandora, etc.)

Session Agenda: Time Title Summary 20 mins. Speak Your Activity to begin thinking about the impacts of alcohol on Mind, Tell Your their particular community. Participants will use spoken word/ Truth (ALL) poetry to describe the impacts of alcohol in their community. 45 mins. Raining Rocks Participants will begin talking about collective power and how Story (ALL) we want to build collective power.

10 mins. Collective Power (ALL)

Speak Your Mind, Tell Your Truth

Materials and Preparation:

• Pen/pencil/markers for each participant • Pieces of paper for each participant (lined and unlined) • One sheet flip chart paper • Music (iPod, Pandora, etc.)

Suggested Steps: In a circle, give each participant a pen and a piece of paper and ask them to write down one word or phrase that comes to mind when they hear “youth are being targeted”.

After a minute, ask for volunteers to share what they think of when they think of “youth are being targeted”. Write down responses on flip chart paper or whiteboard.

Ask:

• What stands out to you? • Do you notice any common themes? • Any surprises?

These materials were produced through the California Friday Night Live Partnership Friday Night Live Page with funding provided by the California Department of Health Care Services. Youth-Led Campaigns to 13 Tackle Alcohol Ads Explain: We know that alcohol affects and is connected to many issues we are dealing with in our communities. Ask: What are some ways that alcohol has an impact on our communities? (ex: safety, violence, norms, gentrification, etc)

We are going to spend the next few minutes working on a free write to get our thoughts down about the impacts of alcohol in our communities. I want you to write a poem, draw a picture, or write a spoken word piece about what these impacts are and what they mean to you. I am going to ask you to share your piece or thoughts as you wrote it/drew it. You will have about 8 minutes so you can get started. I am going to play some music in the background. Once you hear the music stop, please wrap up your last thoughts.

Ask youth to share out and capture descriptive words (violence, trash, public intoxication, etc.) that stand out for each youth on a flip chart. Be sure to remind them to use “snaps” if they agree with what they hear from their peers.

Share out.

Debrief:

• What can we do to get these advertisements out of our community? • What would you like to see instead of these ads? We all have a vision to decrease these ads and increase positive messages. We are going to carry out a neighborhood campaign this year that will do just that.

Raining Rocks Story3

Materials and Preparation:

• 1 copy of Raining Rocks Story per group (Attachment 4-A) • 1 copy of Raining Rocks questions per group (Attachment 4-B) • 1 flip chart with organizing definition in the middle of the flip chart sheet

Suggested Steps: 1. Explain: Today, we are going to answer the question, “What is organizing?” Any thoughts on what this might be? Pause for a few responses. 2. Reveal definition written on flip chart: The definition we use is “the process of bringing people together to use the their collective power to win improvements in people’s lives and challenge the power structure.” We are going to read a short story out loud and answer a few questions that will show us what community organizing looks like.

3. Adapted from Political Education Manual, SOUL: A School to Build a Movement.

Page Friday Night Live These materials were produced through the California Friday Night Live Partnership with funding provided by the California Department of Health Care Services. 14 Youth-Led Campaigns to Tackle Alcohol Ads 3. Ask: Can someone volunteer to read our story? 4. Volunteer reads the Raining Rocks story out loud. 5. After the story has been read out loud, divide the group into three small groups (by counting off by 3) corresponding to the three main groups in the story. Let them know who each groups is: −− Group (1) will be the villagers who want to go up the mountain −− Group (2) will be the villagers who want to continue the rescue −− Group (3) will be Filthy Richbanks and his friends I have a handout that pertains to each group you are in. Only answer the (cut these out in preparation) questions for your group. Be sure to take notes and pick someone to report back to the whole group. You will have about 10 minutes to work on this. 6. Next: Facilitate report backs of each small group. 7. Ask: Does anyone want to comment on what they learned or observed? Pause for responses. 8. Then synthesize the activity: The exercise is about how to respond to a problem in the community. Some people want to minimize the damage of the fall and others want to stop the rocks from falling. As we can see from Harrison Hotel it is only through the second approach that the boulders would actually stop. This is what organizing looks like -- looking at the root of the problem and getting people together to fight to fix it. 9. Ask: Does this mean that other ways to make change are not important? (Answer: No. There have to be many ways to fight the problems in our communities and we need to respect all people who are trying to make change and find solutions. However, we believe that organizing is the best way to make lasting change and address the root of the problem. Organizing can bring people together so that they can create and support the solution to a community problem.) We want to use this thinking and community organizing approaches as we try to reduce the number of alcohol ads in our communities to create healthier, safer, communities.

These materials were produced through the California Friday Night Live Partnership Friday Night Live Page with funding provided by the California Department of Health Care Services. Youth-Led Campaigns to 15 Tackle Alcohol Ads Attachment 4-A: Raining Rocks Story - A Parable Once upon a time there was a little town in the mountains called Swisstown.

One winter, a villager taking a walk in the hills finds a man lying in the snow – he has been hit by a falling rock. The villager, being a very caring person, uses her jacket to bandage the injured man and carries him back down to the village.

The next day two more people are hit by falling rocks, and they are rescued by other villagers. The next day, four people are hurt, then eight, then twenty. Life becomes dangerous for all villagers, because rocks keep falling down. A couple of villagers sneak up the mountain and discover that the rocks are being thrown by a millionaire, Harrison Hotel, and his friends who hope to build a luxurious hotel and golf course in Swisstown. They are throwing the rocks hoping to get rid of the villagers so they can take over the land.

The Disaster Relief Agency shows up in town. They set up a huge rescue operation. They set up a clinic to heal the injured, send dogs to find injured people who are lost outside, a shelter for those whose homes are destroyed, and social workers to help people deal with the traumatic effects of the falling rocks.

Finally, The Disaster Relief Agency makes a giant net to place over Swisstown to stop the rocks from falling.

One day, the net breaks and rocks fall on the village, injuring hundreds and destroying homes, schools, and stores. The Disaster Relief Agency is working furiously to heal and provide shelter. From then on, rescue work becomes an important part of the villagers’ lives. Everyone becomes involved in helping those hurt by the falling rocks.

Three months later, at a town meeting, a group of villagers get together to make a proposal. They are sick and tired of the falling rocks, of their people being hurt, and they want to change the situation. They propose that the villagers unite and go up the mountain to demand that Harrison Hotel stop dropping the rocks.

Some disagree, saying that Swisstown’s rescue and relief efforts can’t afford it. If anyone leaves, there won’t be enough people power to rescue and tend to the injured.

The town is split in two groups – those who want to stay and keep up the rescue effort going, and those who want to march up the mountain and confront Harrison Hotel.

Adapted from Political Education Manual, SOUL: A School to Build a Movement

GROUP ONE: Villagers who want to go up the mountain Discuss the questions and pick one spokesperson who can explain your answers to the larger group.

• In the story, what is your strategy in dealing with the falling rocks problem? • Do you think your strategy is successful? Why or why not? • How would the scenario end if your strategy is used? ______GROUP THREE: The Millionaire and his friends Discuss the questions and pick one spokesperson who can explain your answers to the larger group. • Which of the two groups do you think you could work with more closely to achieve your goal? • Which of the two groups is more threatening to you and your goal to build a golf course and luxurious hotel? • What is your strategy in dealing with the two groups in order to achieve • your goal of building the golf course and luxurious hotel?

4 Adapted from Political Education Workshop Manual, SOUL: A School to Build A Movement

Materials and Preparation:

• Youth co-facilitator (if you have identified a youth lead on your team) • Markers • One flip chart with a line down the center. Label one side “Power” and the other side “Collective Power.”

Suggested Steps: 1. When we do our community change work we want to be sure to think about power – community change work is about shifting who has the power to make changes and how we shift that power. 2. On this flip chart you see the word “Power”. When you think of the word “Power”, what do you think of? (Have a youth take notes on flip chart). (ex: money, respect, nice cars, stock, etc). 3. When you think of collective power, what do you think of? (ex: unity, masses, movement, community, everyone together, etc.) 4. Ask: So what kind of power do we need to change the conditions in our environment – the media or alcohol advertising that is concentrated in communities? COLLECTIVE POWER! 5. Our youth group is set up to build our collective power – our people power. But we want to continue to organize and bring new people that can support our work and help us build our people power! Closing: Today, we will close with a ‘You Can Do It Cheer!’ so take a minute or two and think of a You Can Do it Cheer. Who would like to start? (ex. Si Se puede! Spanish for: You can do it! )

Objective: To explore Materials needed: media literacy through deconstructing media • Markers messages and identify • Pens/pencils targets in alcohol • Sticky Notes advertisements and developing • Scratch Paper (1 per pair) counter-ads to these • Timer advertisements. • Media Literacy Powerpoint on computer or prepared flip charts Time: 90 minutes (PowerPoint presentation available on the FNL website • PDF of Media Literacy presentation (Attachment 5-A) • Printed advertisements (see instructions in agenda) • Blank flip chart paper for counter-ad activity (1 per pair)

Session Agenda: Time Title Summary 20 mins. Youth Wheel Icebreaker to give opportunity for participants to learn more about each other through creating a wheel that illustrates the sectors or communities that participants represent, and to introduce the concept of a sector wheel in preparation for a future session on community sector wheel and one-on-one’s. (Examples of sectors might be: Graffiti Artists, Students, DJ’s, Dancers, etc.). Participants brainstorm sectors that they and/or other group members represent and create a visual on flip chart paper. 15 mins. Famous In pairs, participants will have one minute to list the names of as Leaders, many community leaders and as many alcohol brands as they Famous Brands can, followed by a discussion using guiding questions. 30 mins. What is Media Participants will learn about media literacy through an interactive Literacy? Powerpoint or flip chart presentation and print outs of images of advertisements. Participants will practice analyzing an alcohol advertisement in pairs to deconstruct the messages in the print ad and the target of the ad. 25 mins. Counter-Ads Participants will learn about counter-ads and practice creating their own counter-ad with their partner using the same print ad they analyzed in the previous activity, then share back the counter-ad to the larger group and see if anyone can guess the original ad.

Materials and Preparation:

• Draw large circle on flip chart paper and hang it on wall or easel • Various color markers (10+) • Sticky notes • Tape • Pens/pencils

Suggested Steps: 1. Bridge5 from last week by reminding people of the purpose of the stock market game. Say something like: If we want to make change in our community, we need to build our own community in this group. One important way is to get to know each other. Last time we used a stock market game to learn more about skills we bring and the skills and talents we want to build. In today’s activity, we are going to learn more about the things we all care about. 2. Provide each participant with sticky-notes and a pen. Then, ask them to take 5 minutes to write down the names of as many groups or communities that they can think of that they and/or their friends identify with or are part of. To help people get going, describe the groups or communities that you identify with and that you are a part of: Ex. My church, my soccer team, the art community I hang with; other youth activists, people who play World of Warcraft. 3. Ask one or two participants to come to the front of the room when everyone is done sticking their sticky notes onto a flip chart paper on the wall. Direct your helpers to group the sticky notes by category. If helpers are having trouble clustering sticky notes by categories, ask participants to help them by shouting out suggested categories. When everything is categorized, ask your helpers to tally the total of each sector. Ask for volunteers to read the different categories and sticky-notes out loud. 4. Debrief. Ask the youth participants questions like: −− Which sectors or communities do our group most strongly identify? −− Where there any surprises here? Did anyone make a connection with someone that they didn’t anticipate? −− Are their other categories or groups we left out? 5. Conclude by linking this activity to work that participants will do in future weeks. This is called a youth sector wheel and it shows the different sectors that youth in this group are a part of or identify with. In a few weeks we will be creating another sector wheel for sectors of the community. This will be an important step for us in identifying people we want to interview in the future and who may support our campaign.

5 “Bridge” in workshop language is a term for a statement or activity that helps the facilitator move from one thing or concept to another.

Materials and Preparation:

• Blank or lined paper (1 sheet per pair) • Pens/pencils • Flip chart paper on wall or easel • Stop watch and/or buzzer (optional)

Suggested Steps: 1. Ask participants to get in pairs. Once everyone is in pairs, give each pair a sheet of paper and pen. Okay, now we’re going to play a timed game called Famous Leaders, Famous Brands. When I say go, start writing, and hold up your sheet when you are done! Two rules—we do this in silence, and we keep our eyes on our own page. No peaking at other people’s lists! Stop when the buzzer sounds. 2. Reveal the first question, and give people 1 minute: Write down as many names as you can in 1 minute. −− Famous or important people (facilitator should give examples of a culturally appropriate celebrity and a culturally important community or political leader. Then reveal the second question. Ask participants to turn over their page. Tell them to take 1 minute to write down as many alcohol brand names as they can. −− Alcohol brands (examples: Absolut or lesser known brand as an example) 3. Ask participants to count up names on each list. Then taking each question in turn, have participants shout out their totals. Ask a volunteer to quickly read off both lists, and ask others to add names that weren’t already covered. Then debrief the activity using questions like: −− Which was easier? Why was it easier? −− Alcohol ads are everywhere— Do you think they more present or visible than the leaders of our community? −− Of the famous people we listed, are these celebrities or people who have made a difference in our communities? Why do you think this is the case? 4. Conclude this activity with a concluding statement like the one below: It says a lot about the power of ads that we can remember alcohol brands as much as, or more than, community leaders or others who are important to our communities and to us. We are exposed—and some people say assaulted—by these ads every day. After a while, it becomes normal and natural, something that is a part of our daily life.

Materials and Preparation:

• Powerpoint presentation or on flip chart paper (Powerpoint presentation available on the Friday Night Live website) • Alcohol ads

Suggested Steps: 1. Take out your puzzle and point to the piece that says, “Learning about the issue.” Remind participants that we are in the beginning of the campaign, and that we are going be exploring the issue of alcohol advertising for the rest of the workshop and for the next few weeks. 2. Continue by explaining that we are now going to look at some alcohol advertising. Most of us see alcohol ads many times each day, but have you ever stopped to really look at them and figure out what they are trying to tell you? Alcohol companies spend billions of dollars to advertise their products. Why do you think they do this? 3. Give Definition of Media Literacy Media literacy is being able to analyze and create media messages in various forms. Why should we be media literate? We need to be media literate because there are a lot of companies advertising to us all the time and we don’t want to get tricked. Experts hired by companies are very skilled at media literacy and they often hide messages in advertisements that people pick up on subconsciously without even realizing they were influenced by advertising. The most effective advertising occurs when people don’t even stop to think about how and why they are being advertised to. 4. Explain that now we are going to look at some alcohol ads and practice deconstructing the hidden messages. Show a few examples of ads using the Powerpoint slides or print-outs. 5. Then give participants each an advertisement and handouts (Are You(th) A Target? and Youth Marketing Techniques). −− Review the Youth Marketing Techniques with participants. Explain that they will be using this handout and the Are You(th) A Target handout to analyze Alcohol ads to determine if they target youth. −− Use a new slide or previous slide of an ad to go through an example together. 6. First, ask the group to identify what type of advertisement this is (billboard, poster, magazine, etc.) 7. Then ask participants to use their “Youth Marketing Techniques” handout to help them choose which category they think this ad falls into (Star Power, Bandwagon, etc.).

Page Friday Night Live These materials were produced through the California Friday Night Live Partnership with funding provided by the California Department of Health Care Services. 22 Youth-Led Campaigns to Tackle Alcohol Ads 8. Next, ask questions #3 and #4 on the handout: −− Who is being targeted in this ad? How are they being targeted? −− What’s messed up about this ad? What’s wrong with it? 9. After you have analyzed this ad together as a group, break participants up into groups of 2-3. Give participants 5-7 minutes to do this 10. Ask for volunteers to share back what they found. Ask the groups: −− Who is being targeted here? −− What’s wrong about this ad? Listen to youth answers first and give more detail or explanation if necessary.

Attachment 5-A What’s wrong with this picture?

INTRO TO MEDIA LITERACY

Definitions Are YOU(th) the Audience? Media Literacy: To recognize and analyze media messages.

These messages often normalize and make alcohol, tobacco and other drug use more appealing.

Why is this important?

What Team are you on? Deconstructing the message Alcohol Advertising and Sports!

• Alcoholic-beverage industries spent $540.8 • Who is being targeted? million to advertise their products during sports programming on TV. • What images convey this? • Underage youth were exposed to more TV (2001-2005), magazine (2001-2004), and radio (June-August 2004) ads for beer and liquor than • How old is the target supposed to be? adults.

• 93% of youth ages 8-17 were exposed to sports • Is there a hidden message? programming in media (88% on television) and 28% used sports media daily. • Whose/ What stories are not being told? Source: The Center on Alcohol Marketing and Youth (www.camy.org). Alcohol Advertising on Sports Television 2001 and 2002. Let’s practice analyzing a few ads together!

Materials and Preparation:

• Powerpoint presentation or on flip chart paper (Powerpoint presentation available on the Friday Night Live website) • Paper • Markers

Suggested Steps: 1. Explain: Since the alcohol industry develops advertisements to sell their products, a good way to fight back is through counter-advertising. Use the PowerPoint presentation or flip chart paper to explain: Counter-advertising is: −− An alternative message designed to counter industry ads −− Allows consumers to have a voice −− Empowers others to think more critically about a product 2. Go over a few examples of counter advertising provided in the power point. Analyze each photo and ask participants: −− What message is this ad trying to get across and what message are they countering? 3. Pass out the Creating Counter-Ads handout and go over each tip briefly to help youth with the next exercise. 4. Using the “Are You(th) A Target?” handout, have participants create their own counter-advertisement with their partner. 5. Ask a few volunteers to share their counter-ad to the rest of the groups. 6. Debrief the activity: −− How did doing this activity make you feel? −− What did you learn? −− Why do you think media literacy is important?

Page Friday Night Live These materials were produced through the California Friday Night Live Partnership with funding provided by the California Department of Health Care Services. 26 Youth-Led Campaigns to Tackle Alcohol Ads Attachment 5-B: Are You(th) A Target? 1. What kind of advertisement is this (billboard, poster, magazine article, etc)?

2. Please check the category that applies best for the appropriate advertisement. Use the “Youth Marketing Techniques” handout as a reference.

☐ Ideal Person (or group) ☐ Family/Crew Fun ☐ Excitement ☐ Star Power ☐ Bandwagon ☐ Colorful ☐ Sounds Good ☐ Cartoon Characters ☐ Weasel Words ☐ Are You Cool Enough?

3. Who’s being targeted in the advertisement? (example: Teens, Latino community, Music lovers, etc.) How are they being targeted?

4. What’s messed up about this ad? What’s wrong with this ad?

This activity was adapted from the Center For Media Literacy. (www.medialit.org)

These materials were produced through the California Friday Night Live Partnership Friday Night Live Page with funding provided by the California Department of Health Care Services. Youth-Led Campaigns to 27 Tackle Alcohol Ads Attachment 5-C: Marketing to Youth - How companies get you to spend your cash Advertisers have many methods to try and get you to buy their products. Lots of times, what they are selling is a lifestyle, or an image, rather than the product. Here are some tricks of the trade.

• Ideal Person or Group - The person is really hip looking, with the hottest fashions, haircuts, and technology. Ideal person or groups are all attractive and pleasant looking -- and everyone seems to get along! They represent the types of people that youth watching the ad would like themselves or their friends to be. • Family/Crew Fun - A product is shown as something that brings families and people together, or helps them have fun together; all it takes is for someone to bring the Beer and it’s a party. • Excitement - Who could ever have imagined that alcohol could be so much fun? One sip and you’re beach side in California, or on stage with the DJ! • Star Power - Your favorite star celebrity, athlete, or musician is telling you that an alcohol product is the best! Young persons listen, not realizing that the star is being paid to promote the product. • Bandwagon - Join the crowd! Don’t be left out! Everyone is drinking the latest alcohol: aren’t you? • Colorful – Youth are almost constantly bombarded by bright colors. They often become comfortable with the bright, highly saturated hues and learn to associate them with pleasant memories. • Sounds Good - Music and other sound effects add to the excitement of commercials, especially commercials aimed at young persons. Those little jingles that you just can’t get out of your head are another type of music used to make you think of a product. Have you ever noticed that the volume of commercials is higher than the sound for the program that follows? • Cartoon Characters - Tony the Tiger sells cereal and the Nestlé’s Quick Bunny sells chocolate milk. Cartoons like these make young persons identify with products. • Weasel Words - By law, advertisers have to tell the truth, but sometimes, they use words that can mislead viewers. Look for words in commercials like: “Part of...” “The taste of real.....” “Natural....” “New, better tasting.....” “Because we care...” There are hundreds of these deceptive phrases -- how many more can you think of? • Are You Cool Enough? - This is when advertisers try to convince you that if you don’t use their product than you aren’t cool.

This information was adapted from the Center For Media Literacy. (www.medialit.org)

Page Friday Night Live These materials were produced through the California Friday Night Live Partnership with funding provided by the California Department of Health Care Services. 28 Youth-Led Campaigns to Tackle Alcohol Ads Creating Counter-Ads Youth can “talk back” to deceptive or harmful media messages by creating counter-ads. These are parodies of advertisements, delivering more truthful or constructive messages using the same persuasion techniques as real ads. By creating counter-ads, participants apply media literacy skills to communicate positive messages and counter existing ads.

Here are a few tips to help you create effective counter-ads:

• Analyze. Look at several real ads and try to figure out why they’re effective. The best counter-ads use the same techniques to deliver a different message. • Power. Your message has to break through the clutter of all the real ads that people see or hear. Think about what makes an ad memorable to you. What techniques does it use to grab your attention? Use them. • Persuade. Use the same persuasion techniques found in real ads – like humor, repetition, or flattery – to deliver your alternative message. • Pictures. Visual images are incredibly powerful. People often forget what they read or hear, but remember what they see. The best counter-ads, like the best ads, tell their stories through pictures. • Rebellion. Advertising targeted at young people often appeals to a sense of youthful rebellion. Effective counter-ads expose misleading and manipulative advertising methods and turn their rebellious spirit toward the corporate sponsors who use them. • “KISS” – Keep It Short & Simple. Use only one idea for your main message. Focus everything on getting this message across. • Have fun! Making a counter-ad is a fun way to learn about media and health, to be creative, and to express your views. Enjoy it!

This list was adapted and modified from Team Media Literacy (www.medialit.org)

Objective: To explore the connections Materials needed: between alcohol industry advertising and celebrities who promote alcohol brands • Index cards through various types of media including • Scissors music, print advertisements, commercials, • Tape and music videos. Participants will engage in a mock debate about the issue at the end • List of Billboard Top 40 songs of the workshop and practice how to best • Song Lyrics counter opponents’ messaging. • Pens/pencils, (highlighters optional) Time: 90 minutes • Paper • CD/MP3 of songs • CD/MP3 player to play songs

Facilitator Note: Youth culture is constantly changing. Please update song choices for your group. You may want to consult with youth to determine the most relevant and popular songs that youth are listening to that promote and/or glamorize alcohol.

Session Agenda: Time Title Summary 15 mins. Celebrity Icebreaker that explores brand recognition and celebrities’ Branding involvement in alcohol advertising or alcohol brand ownership. Participants learn about which alcohol brands are endorsed and/or owned by celebrities through a matching game. Half of the participants will have cards with celebrities and the alcohol they promote, and half the participants will have cards with descriptions of the celebrities. Participants will share their cards with other participants until everyone finds their matching card, and then introduce their celebrity & alcohol to the larger group once everyone is in pairs. 15 mins. What Are Participants will brainstorm types of media and then watch The Media a short video/commercial (link provided) of an example of a Messages? celebrity working with an alcohol company to promote their product. Then participants will brainstorm messages young people receive about alcohol in different types of media. 30 mins. Say What?? Participants will listen to 1-2 popular songs from the Billboard Top 100 and/or local radio stations’ current top playlists, and deconstruct messages about alcohol. 30 mins. Media Debate In teams, participants will take a stand and engage in a mock Teams debate about the impacts of alcohol advertising on youth and communities, to practice their messaging and understand the arguments of people who are skeptics.

Materials and Preparation:

• Copy and cut out celebrity/brand and description cards (ATTACHMENT 6-A) • Move chairs out of the way to make space for participants to mingle during activity.

Suggested Steps: 1. Pass out the celebrity/brand cards and description cards so that each participant has 1 card and that all cards have their “match” in someone else’s hand. 2. Explain: When I start the music, you will have 5 minutes to find your match! Find a person, tell them about your card, ask what’s on their card, and decide if it’s a match. If not, find another person and try again until you find your match. Once you do, stand with your partner and link arms to show us you’re done. 3. When all matches have been made ask each pair to introduce their celebrity and alcohol brand with the larger group. 4. Debrief: −− Was this an easy activity? Was it easy to find your match? If so, Why? −− Why do you think so many celebrities promote or sell alcohol? −− What messages does this send to young people? −− How is this a problem?

These materials were produced through the California Friday Night Live Partnership Friday Night Live Page with funding provided by the California Department of Health Care Services. Youth-Led Campaigns to 31 Tackle Alcohol Ads Attachment 6-A (front) SECTION 1 - WEEK 4: ATTACHMENT 1.4A Ludacris and Conjure Cognac Diddy and Ciroc Vodka

Justin Timberlake and 901 Tequila Bethenny Frankel and Skinnygirl Cocktails

Lil’ Jon and Little Jonathan Winery Donald Trump and Trump Vodka

Neighborhood Campaign Guide 2012 – 13

Iʼve changed my name several • I starred in the movie “Fast Five”. • times. • My stage name is a word that means: something that makes you • I endorsed this brand of alcohol laugh because of how ridiculous it before I became an owner of the is. company. In 2011, Forbes estimated my net • Iʼm co-founder of the record label • “Disturbing Tha Peace” worth at $500 million, making me the richest ﬁgure in hip hop.

• I used to be the lead singer of • Iʼm a reality tv star. the boy-band NʼSync. • I believe itʼs important to be able to • I named my alcohol brand drink alcohol even when youʼre on after “the time when evening a diet! turns to night”. • I want to be famous for something! • My ex-girlfriend is Britney

• My favorite phrases are “What?! Okaay!?” • I like to tell people “Youʼre Fired!”

• Iʼm a Grammy Award winning • Iʼm famous for being extremely rich, rapper and music producer. and having bad hair.

• I started my career in the music • I star in a reality show where I get to industry as a DJ. kick people off the show.

Materials and Preparation:

• Flip chart paper or dry erase board • Markers • Computer and/or Projector and Screen (to show video clip)

Suggested Steps: 1. Ask participants to brainstorm: −− What is media? −− What are different types of media? Chart their responses on flip chart paper or dry erase board. 2. Explain: You came up with a great list. Media is all those things. A formal definition of media is “the means of communication that reach or influence people widely”. 3. Now we’re going to watch a short video clip that shows an example of alcohol advertising through media. While you watch the video, think about what are the messages that are being conveyed to young people about alcohol? 4. Show a one minute video clip of Jay-Z and Budweiser’s “Made In America” commercial. (Go to www.youtube.com and search “Budweiser Makers of Tomorrow” to watch the commercial.) 5. Ask: Okay, now that you saw this commercial… −− What are some of the messages you noticed? −− What stood out to you the most about this video? −− Who do you think are the target audiences the company is trying to reach with this commercial? −− How does that make you feel? 6. Chart participants’ responses on flip chart paper or dry erase board. Now that we’ve looked at some print advertisements and watched a video commercial, next we’re going to talk about another form of media that is often used to promote alcohol: music.

Materials and Preparation:

• List of Billboard Top 40 songs • Song Lyrics • Pens/pencils, (highlighters optional) • Paper • CD/MP3 of songs • CD/MP3 player to play songsMove chairs out of the way to make space for participants to mingle during activity.

ADVANCE PREPARATION NEEDED Research the list of current top 40 songs from www.billboard.com. Review songs and lyrics and make note of what songs contain messages about alcohol including but not limited to mention of specific brands. Choose 1-2 songs that contain messages about alcohol and print out the lyrics. If you can, also prepare a CD or MP3 player with the actual tracks to play while going over lyrics with your participants. (For ex: Jamie Foxx – Blame It, #2 on the Billboard charts, 2008).

Suggested Steps: 1. Explain: We identified earlier that music is a type of media. Now, we are going to have the chance to listen to a popular song(s) together and see if you notice anything new about the song(s) that you might not have heard or noticed before. First, I have a few questions before we get started. −− Raise your hand if you like to listen to music. (pause) Most of us do. −− What kind of messages do you usually hear in music? −− Are they positive or negative messages? −− Do you think these messages are accidental? 2. Hand out copies of the song lyrics you have chosen. (You can also play the song while you go over the lyrics.) −− Explain: While we listen to this song, I want you to read along with the lyrics. You will receive a copy of these song lyrics so you can write on them and make notes. As you listen and read, I’d also like you to highlight what stands out to you, surprises you, and/or reminds you of something that has happened to you or someone you know. Please do this quietly so everybody can hear the lyrics.

These materials were produced through the California Friday Night Live Partnership Friday Night Live Page with funding provided by the California Department of Health Care Services. Youth-Led Campaigns to 35 Tackle Alcohol Ads −− Okay, is everyone ready? (Make sure everyone has a copy of the lyrics and a pen or highlighter in their hand.) −− I’m going to start the song now so listen carefully! 3. Play the song and reinforce that this is an activity to be done quietly and individually. No talking to your neighbors during the song, everyone needs to be able to hear the lyrics. 4. After the song is over, use discussion questions to spark the conversation: −− Raise your hand if you have heard this song before. Where have you heard it? −− Did you realize before that this song had messages about alcohol? −− How many times did you hear alcohol messages mentioned in the song? −− What are some messages that stuck out to you? −− Why do you think certain brands of alcohol appear in songs? −− Does this change the way you listen to music lyrics? Optional: If you have extra time, you can repeat steps with a second song.

5. 5. Debrief/Take Away Message: We are constantly bombarded with media messages that promote alcohol. It’s easy to blame people for the issues and problems related with underage drinking however, we must look at the outside environmental factors that influence people’s decisions, in this case media messages that encourage youth to drink alcohol. Last year, a group of youth from Horizons Unlimited (a youth group in San Francisco) took this analysis to a whole other level, and listened to hundreds of the most popular songs that youth listen to. They found that the average popular song has around 2 references to alcohol. This was surprising to them—they didn’t think it would be that high. How about you?

Materials and Preparation:

• Four Fingers Poster on wall • Provide Media Debate handout (ATTACHMENT 6-B) • Pens/pencils • Index cards • Scissors • Glue or tape

Suggested Steps: 1. Assign participants into two teams with equal number of participants in each team. 2. Explain: Now we’re going to have a debate about the impacts of alcohol advertising on youth and communities! Has anyone ever been in a debate or seen a debate? Ask for example from participant of a debate they’ve been part of or seen. Great example. This is how our debate is going to be structured: Team A will be arguing that alcohol advertising does have a significant impact on youth and communities. Team B will be arguing that alcohol advertising does not have any impact on youth or communities. 3. Pass out Media Debate handout to participants and say: Each team will have 15 minutes to come up with their team name, opening sentence, 3 arguments (or reasons) of why alcohol advertising does/does not have an impact on youth and communities, possible rebuttals to the opposing team’s arguments, and their closing sentence. Use the handout to help guide the process and make sure your team’s note-taker is recording for the group on this paper. I will go around to help you develop your points if you need help. Each team should decide who will be the speaker/”debater”, facilitator, note-taker, time-keeper, and the “phone-a-friend” that the “debater” can “call” for assistance once during the debate if needed. If you are the facilitator for your group, this means that you are in charge of guiding the discussion and making sure everyone stays on track while your group is planning for the debate. If you are the note-taker, this means you are responsible for writing down the talking points for the speaker/“debater” so make sure you write as neatly as possible! If you are the time-keeper, keep your eye on the clock to make sure your group moves along quickly and doesn’t spend the entire time planning the opening statement! First Team A will introduce their team name and give their opening statement. Next, Team B will do the same. Then Team A will give their Argument #1, followed by Team B who will give a rebuttal and their first argument. We will repeat this for arguments #2 and #3 and then for the closing statements.

These materials were produced through the California Friday Night Live Partnership Friday Night Live Page with funding provided by the California Department of Health Care Services. Youth-Led Campaigns to 37 Tackle Alcohol Ads 4. Now begin the mock debate. 5. After each team gives their closing argument, give a round of applause for both teams. 6. Explain: Now, we’re going to take a vote for winners in three categories. Don’t just vote for your own team! −− Most Effective Point Made −− Most Effective Debate Style −− Do Alcohol Ads Have An Impact? Take “nominations” from participants for the first two questions, then use Four Fingers voting method to select winners and tally the results on flip chart or dry erase board. For the third question, explain: Using a version of the four-fingers decision-making model, show us if and how strongly you believe that alcohol advertising has an impact on youth and communities. Hold up 4 fingers if you strongly believe alcohol advertising has a big impact on youth and communities; 3 fingers if you believe it has some impact; 2 fingers if you think it might have a small impact; 1 finger if you’re not sure if it has an impact or not; and 0 fingers if you believe alcohol advertising doesn’t have any impact at all. (Remind people that they should not be in their roles now, but just responding to how well everyone’s arguments were). 7. Give another round of applause and debrief activity with suggested questions: −− Was the debate easy or hard to do? Why? −− What did you learn through the debate? −− If you argued a point that was different from your own personal opinion, how did that feel? −− Did anyone change their mind about anything during this debate? −− What do you think are effective ways to respond to people on the other side of the issue? −− What would you do differently if you were to debate or talk about this issue again? Take-Away Message: Now that we understand how the alcohol industry uses celebrities to make alcohol seem cool and increase their sales, we might think twice next time we see ads of our favorite celebrities promoting alcohol or hear artists name-drop alcohol brands in their songs. It’s important to remember that this doesn’t happen by accident. There are intentional business deals made between the alcohol industry and famous people for the purpose of selling a product to make a lot of money. As we practiced in our mock debate, there will always be skeptics, or people who disagree or don’t understand our campaign, but if we do our research, make a strong case, and speak effectively about the issue, we can win our campaign.

Team Name:

Opening Sentence:

Argument/Reason #1:

Argument/Reason #2:

Argument/Reason #3:

Closing Statement:

Objective: Materials needed:

To understand the differences • Hula Hoop between Institutional Power • Computer, projector, & screen (optional, can use flip and People Power and for chart paper or dry erase board) participants to learn about existing laws related to alcohol • Jeopardy Game show Template, with points and and underage drinking though questions (Powerpoint or paper version) (ATTACHMENT playing the game, Jeopardy. 7-A) (note: Powerpoint file available on the Friday Night Live Time: 90 minutes website) • Jeopardy Game Answer Key (ATTACHMENT 7-B) • Index cards • Color paper (to raise as flag during Jeopardy when team has answer) • Ball of yarn or string

Facilitator Note: This activity requires many materials for successful implementation. Please plan accordingly.

Session Agenda: Time Title Summary 10 mins. Hula-Hoops Working as a group, participants try to successfully move a Arise hula-hoop using one finger from each participant that cannot leave the hula-hoop. 20 mins. Who’s Got The After learning definition of Institutional Power, participants Power? brainstorm examples of different types of Institutional Powers in their school, city/county, state, and country. Participants understand the definition of Collective Power and learn an African proverb. 50 mins. Jeopardy! Using the Jeopardy game show format (either using Powerpoint provided or flip chart paper), participants work in teams and learn about existing laws related to alcohol and underage drinking, and who has the power to make/change them. Jeopardy categories include: Laws on Advertising, Laws For Retailers, Laws to Prevent Underage Drinking, and Institutional Powers. 10 mins. A Powerful Participants weave a web of yarn as they share one thing Web they learned about power through today’s session.

Materials and Preparation:

• 1 hula-hoop

Suggested Steps: 1. Demonstrate as you explain. We’re going to attempt a hula-hoop challenge! You start with the hula hoop as high as possible with all your group members having ONE finger each touching the hula hoop, no more, no less. 2. Show that the fingers are to be straight out, with the hula-hoop resting lightly on the inside fleshy finger pad. 3. Once in this position, at all times you may not move or remove your finger from the hula-hoop. You cannot hook the finger or grip the hula-hoop in any other way. 4. The hula-hoop can only move when EVERY members’ finger pad is touching the hula hoop. If a finger comes off, the hula-hoop freezes until the finger comes back in contact. If the hula-hoop keeps moving without all fingers touching it, you start over. 5. Your goal is to move the hula-hoop in this manner from your starting point down all the way to the floor. 6. Check for understanding.

Perform Activity 1. Okay, now try the reverse way! Following the same rules, try to raise the hula-hoop from the ground up above your heads! 2. When finished (for accomplishment or time), have everyone sit down. 3. Possible debrief questions: −− What was that like? −− Was it harder or easier than you expected it would be? −− What skills did you need to be successful? −− Who had the power in this activity? Participants may mention a certain person who took the lead during the activity and you can agree; However, also note that the power in this case came from all of the participants and was strengthened by working together to tackle the challenge.

Materials and Preparation:

• On A flip chart write the power definitions and proverb (covered) • Flip chart • Markers

Suggested Steps: 1. Let’s get back to this word Power…What are words you think of when you hear the word “Power”? Brainstorm at least 7-10 words. 2. Show the definition: “the ability to control circumstances; the ability to get things done.” −− Power is the ability to control events and/or behaviors (how someone – ourselves or others – acts). An organization called SOUL (School of Unity and Liberation) defines power as “the ability to control circumstances; the ability to get things done.” 6 Show the definition of Institutional Power and ask for a volunteer to read it out loud. −− Institutional Power: The power in the hands of a few people, who make decisions that affect many people. Ask the following questions and call on participants to answer: −− Who are the Institutional Powers at your school? (Principal, Vice Principal, School Board) −− Who are the Institutional Powers in San Francisco? (Board of Supervisors, Mayor, Police, District Attorney) −− Who are the Institutional Powers in California? (Governor Jerry Brown, the Assembly, the Senate) −− Who are the Institutional Powers in the United States? (President Barack Obama, Congress, Supreme Court) −− What kinds of decisions do these people in power make that affect us? Show the definition of Collective Power and ask for a volunteer to read it out loud. −− Collective Power: The power that all of us have as everyday people to GET TOGETHER and collectively control and/or change our lives or the lives and circumstances around us. Show the African Proverb and ask for a volunteer to read it out loud. “A single bracelet does not jingle.” ~African Proverb 3. Debrief: What do you think this proverb means? Participants will probably say something like: “It means that the more bracelets you have, the louder they jingle, and that we are more powerful, or stronger, when we work together.” 6. SOUL Curriculum, pg. 37.

Materials and Preparation:

• Powerpoint or Paper-Version Jeopardy Game (note: Powerpoint file available on the Friday Night Live website) • Computer, Screen, and Projector (if using Powerpoint version) • Flip chart paper game board (see ATTACHMENT 7-A) • Index cards (4 of each, with point amounts written on them: 10, 20, and 30, 40, 50) • Paper flag for each team to raise when they have an answer • Buzzer (can use sound on cell phone or computer) • Separate tables or areas for each team

Suggested Steps: 1. We just talked about people who have institutional power. One of the things that give them power is their ability to write laws or policies that can have big impacts on people for the long term. Now we are going to learn more about alcohol laws and policies in our community by playing Jeopardy! Communities need to know what are the current laws and policies about alcohol before they use their collective power to change these policies. We will count off into 2-3 teams to play this game. 2. Direct where each group needs to meet and sit down. Provide handouts to each team. Give them 1 minute to come up with their “team name”. Before we start the game, we are going to review this handout together. You get to use it during the game too. Can I have a volunteer to read the first section? (Ask for other volunteers to read out loud each section of the handout on existing laws.) Okay, now as the host of this game I will go over the directions so please pay attention. 3. When you answer it must be in a format of a question, ex. This is a four-legged animal that goes MOOO. Correct Answer: “What is a cow?” Make sure you say the “what is” before each answer you give! 4. If your team gets the answer wrong you will be penalized so make sure you work with your team and that you all are on the same page before raising your flag or shouting out an answer. 5. Flip a coin to decide which team goes first. Okay, (name of team), you’re first up! Which category and amount would you like to choose? Team should select category and amount in this format: “Existing Laws for 10 points” or “Underage Drinking Laws for 30 points” If that team answers correctly, they get another turn and will choose another category and amount from the board. Before moving on to the next question, provide more information by reading the brief statement about the policy found in the answer key.

These materials were produced through the California Friday Night Live Partnership Friday Night Live Page with funding provided by the California Department of Health Care Services. Youth-Led Campaigns to 43 Tackle Alcohol Ads If that team’s answer is wrong, then the other team has a chance to “steal” the points if they can answer it correctly. Before moving on to the next question, provide more information by reading the brief statement about the policy found in the answer key. Keep track of the teams’ points on a flip chart paper or dry erase board. Play until all questions on the board have been asked and the team with the most points wins. 6. To conclude this activity, summarize key laws and policies about alcohol advertising: Today we learned a lot about laws and policies, and who gets to make them! Policies can be complicated so let’s briefly review what we learned before moving on to our closing activity. Can anyone remind us of the three types of laws we talked about today? (pause and call on someone) Exactly. We learned about Laws on Advertising, Laws For Retailers, and Laws to Prevent Underage Drinking. For example, we learned that there is a law that restricts alcohol advertising on city property in San Francisco. However, we also learned that there are existing contracts that the city has had with companies since before this law was passed, which means they don’t have to follow the same rules as companies with newer contracts, and they will continue to advertise alcohol on billboards for years and years to come. Another type of law we learned about today was: Laws For Retailers. An example of a law for retailers is the “Lee Law”, which prohibits retailers from covering more than 33% of their windows with any advertisements or signs of any kind (not just alcohol). This is important to limiting alcohol advertising, and also to make sure that people can see in and out of the store for safety reasons, like if a burglary was taking place. Another example of a Law For Retailers is that it’s against the law to sell alcohol to anyone under age 21. Another example of a law for retailers is that they are only allowed to sell alcohol between the hours of 6:00am and 2:00am, so between 2:01am and 5:59am it is illegal to buy alcohol anywhere in the state of California. In some communities, the cut-off time is earlier than 2:00am. For example, there is a college town called Isla Vista next to the University of California Santa Barbara campus where a lot of students live, many of them under age 21. There have been many serious alcohol-related incidents there, so a law was passed that in the entire community, retailers must stop selling alcohol at midnight (12:00am), two hours earlier than most places in the state. The third type of law we learned about today are Laws to Prevent Underage Drinking. This type includes laws that are specific to minors, such as the law that makes it illegal to be a “minor in possession of alcohol”, or the law that makes it illegal to “distribute alcohol to a minor”. Another example are laws that are not specifically written for minors but that can often be applied to situations involving minors and alcohol, such as “public intoxication”. It’s important for us to understand these laws to help inform our campaign decisions as we move forward because we may choose to work towards getting compliance with an existing law (such as the Lee Law), to amend (or change) a law, or to propose a new law or policy. We also want to think about the ways youth are getting in trouble for drinking alcohol under age 21, while at the same time the alcohol industry is allowed to market their products in ways that target these same youth.

Attachment 7-A

BIG STORE-‐ IMPACT ALCOHOL FRONT BIG SIGNS 10 10 10 10

20 20 20 20

30 30 30 30

40 40 40 40

Attention to and liking of African American Youth Alcohol ads are related to: are exposed to _____ alcohol ads than all US a. Greater knowledge about alcohol youth slogans and brands b. More favorable beliefs about drinking A. More c. Increased intention to drink as adults d. All of the above B. Less e. None of the above C. The same IMPACT 10 IMPACT 20

Which of the Following US Teens who own alcohol Organizations have NOT called promo items are more for stronger laws to reduce likely to drink than those youth exposure to alcohol: who don’t A. Federal Trade Commission B. Surgeon General of the US T or F C. National Beer Wholesalers Assoc. D. National Academies of Sciences E. American Medical Association IMPACT 30 IMPACT 40

These materials were produced through the California Friday Night Live Partnership Friday Night Live Page with funding provided by the California Department of Health Care Services. Youth-Led Campaigns to 45 Tackle Alcohol Ads HOW MUCH DOES THE ALCHOL INDUSTRY SPEND BEER MAKES UP __ % OF EACH YEAR IN MARKETING TOTAL ALCOHOL AND ADVERTISING? PRODUCT MARKETING AND ADVERTISING? A. $1.5 BILLION B. $4 BILLION A. OVER 75% C. $6 BILLION B. BETWEEN 75-50% C. BETWEEN 50-25% D. $10 BILLION D. LESS THAN 25% BIG ALCOHOL 10 BIG ALCOHOL 20

WHICH OF THE THE ALCOHOL INDUSTRY FOLLOWING COMPANIES IS REQUIRED BY US LAW WAS A PRIMARY TO SAY EXACTLY HOW SPONSOR OF THE 2012 MUCH THEY SPEND ON SF GIANTS PARADE? ALCOHOL ADS AND PROMOTIONS 1. ANHEUSER BUSCH (BUD) 2. COORS 3. MILLER T OR F 4. SIERRA NEVADA

BIG ALCOHOL 30 BIG ALCOHOL 40

THE STATE LAW THAT SAYS THAT ALCOHOL RETAILERS CA LAW SAYS IT IS LEGAL FOR MUST LIMIT WINDOW ADS AND STORES WHO SELL ALCOHOL TO SIGNS TO 33% IS NAMED AFTER: COMPLETELY COVER THEIR WINDOWS AS LONG THEY USE A. BRUCE LEE SIGNS OR ADS THAT PROMOTE B. MAYOR EDWIN LEE HEALTHY ITEMS, LIKE PRODUCE C. LEE MAJORS D. CONGRESSWOMAN BARBARA LEE T OR F

STOREFRONT 10 STOREFRONT 20

Page Friday Night Live These materials were produced through the California Friday Night Live Partnership with funding provided by the California Department of Health Care Services. 46 Youth-Led Campaigns to Tackle Alcohol Ads IN A 10 YR PERIOD WHICH OF THE FOLLOWING STATE STARTING IN 2001, OR LOCAL LAWS COULD APROXIMATELY HOW THEORETICALLY BE USED TO REDUCE THE AMOUNT OF MANY TIMES HAS THE STOREFRONT ALCOHOL ADS IN OUR LEE LAW BEEN COMMUNITY RIGHT NOW? ENFORCED IN OUR 1. STATE LEE LAW COMMUNITY? 2. DEEMED APPROVED ORDINANCE A. MORE THAN 100 TIMES 3. PLANNING CODE REGS ON SIGNS B. 50 – 99 TIMES 4. ALL THE ABOVE C. 10-49 TIMES 5. NONE OF THE ABOVE D. 9 TIMES OR LESS STOREFRONT 30 STOREFRONT 40

In ‘09, SF passed a law barring alcohol ads from city property According to the Outdoor like bus shelters, kiosks, and Advertising Industry newspaper racks. The reason we Association’s own guidelines, still see them is… billboards advertising alcohol must be at least 500 feet from A. US Supreme Court overturned a school or playground the law B. Police don’t enforce T or F C. City was afraid of lawsuits D. None of the above

BIG SIGNS 10 BIG SIGNS 20

What is the minimum distance WHICH OF THE FOLLOWING billboards or large signs from COMPANIES DO NOT SELL schools or playgrounds? BILLBOARD ADVERTISING SPACE IN SF A. 100 feet B. 200 feet 1. EVERETT + JONES C. 300 feet 2. CLEAR CHANNEL D. 400 feet 3. CBS OUTDOOR 4. FUEL OUTDOOR

BIG SIGNS 30 BIG SIGNS 40

Alcohol advertising is linked to start-up of drinking among non- drinking youth but not increased consumption by those that do drink

T or F TIE BREAKER

Laws on Laws to Prevent Underage Laws For Retailers Decision-Makers Advertising Drinking

Minor in Possession of President False True Alcohol Barack Obama

Drunk in public (or public Billboard False Mayor Ed Lee intoxication)

Furnishing (or giving) alcohol The Board of False The Lee Law to a minor Supervisors

Jerry Brown The Lee Law 33% or less True

Clear Congresswoman False 11 Barbara Lee

Materials and Preparation:

• Participants should be in circle • Roll of yarn or string

Suggested Steps: 1. Start by referring again to the puzzle. Point to the piece that states “learn about the issues”. Congratulate youth participants for completing an important section in which we learned a lot about the media and alcohol advertising. Recall key things you’ve done, like analyzing ads, doing a walkabout, listening to music lyrics, and learning about laws. Tell them that we are now going to create a web of yarn or string and share one thing they learned since we started this part of the process. Start it off by holding the end of yarn in one hand, while tossing the ball of yarn with the other hand, being careful not to let go of the end of yarn! Each participant repeats this step when they get the yarn until there is a web of yarn/string woven across the circle between participants. 2. Now this is a powerful web! When we’re all connected, and learning and working together, we can accomplish a lot!

In this Section: Session 8: Why Collect Data?

Session 9: What is Youth Action Research?

Session 10: Overview of the Seven Steps of Action Research

Objectives: To understand why collecting Materials needed: data is important before moving into action. Decisions made without the right information • Large flip chart paper can lead to more problems or uninformed • Markers and crayons solutions.

Time: 45 minutes

Suggested Steps: 1. On the next page are two examples of decisions that were made without good data. In each example there is an issue and a decision. 2. Break the group into small groups. Participants will identify the assumptions that the decision-maker had and which aspect of the issue they decided was the problem. 3. Each small group will read their example and answer the questions. Each group report back on their answers to the question. The debrief questions should center on the following ideas: −− How does problem definition affect the solution? −− How do decisions based on bad data create more problems? −− How did these problems change when you decided how to (re)frame the issue and problem? Key take-away: it is essential to ask the right questions and to ask the people most affected by the issue if you want your recommendations to address the most relevant aspect of the problem and to be effective.

GROUP ONE: Issue: The number of students showing up late to school has increased in this last school year. It is disruptive to teachers and other students when students walk into class late. The administration wants to see the trend reversed.

Decision: A new tardy policy is unveiled: students that show up to school late will not be admitted to their class that is underway and instead will be recorded as absent. They will be required to stay in the office and attend their next class.

1. Effectiveness: Do you think this new policy will reduce tardiness? Will it create other issues? 2. Assumptions: What assumptions are underlying this decision? (harsher punishment will reduce tardiness; that tardiness has actually increased--- it could be that the student body is larger) 3. Problem definition: How do you think the administration defined the problem?as W it students not showing up on time? Was it that the transportation they rely on? 4. New Data: What information would be helpful in making the best decision about how to handle the tardiness? What questions would you ask and who would you ask?

GROUP TWO: Issue: Youth crime has increased, especially during after school hours. This is causing a problem for juvenile probation, as they do not have enough beds, nor staff to deal with the increase in youth offenders.

Decision: Set up a curfew so that youth are not out during some of the hours when more youth crime is being committed.

1. Effectiveness: Do you think this new policy will reduce youth crime? Will it create other issues? 2. Assumptions: What assumptions are underlying this decision? (a curfew will keep youth out of trouble; that current approaches to addressing juvenile crime are working; that youth crime has actually increased--- it could be that the youth population is larger) 3. Problem definition: How do you think the city defined the problem?as W it youth committing too many crimes? Was it a system design or capacity problem? Was it not enough positive activities for youth during out-of-school time? 4. New Data: What information would be helpful in making the best decision about how to handle the youth crime? What questions would you ask and who would you ask?

Objectives: To recognize how youth action Materials needed: research is different from traditional research. • Large flip chart paper Time: 30 minutes • Markers and crayons

Preparation:

Prepare this definition on flip chart paper:

What is youth action research? Youth action research provides young people with a way to shape and influence the decision-making that affects their lives and communities. It enables them to make data-driven recommendations for change in their programs, schools and communities.

Suggested Steps: 1. Ask the group’s experience with evaluation and action research has been like. 2. Then ask the group to throw out the words that come to mind when they hear “evaluation” and “action research.” Chart the words. Typically, you will get lots of negative words and mostly nouns and adjectives—not words like leading, improving, changing. Ask the group to reflect on the list. 3. Share that this is a common response to evaluation and research. Most people hear the words evaluation, action research and needs assessment and they tune out because: −− It sounds like numbers and statistics and surveys, which can be confusing or intimidating. −− It sounds like someone from outside of their community or program trying to tell them what to do and what not to do. For a lot of young people, it means adults evaluating them or telling them what they need. −− Lots of people have had an experience with an evaluation or a needs assessment where they fill out a survey or give ideas in a focus group and never see the information compiled or never see the ideas or input they shared being used to make a change. Whether it was a survey to evaluate their satisfaction with a class or a program they are in, people rarely see action taken with the information they share. 4. Explain how you all will be doing some level of action research- not just to learn or gain knowledge about something but to make change, to improve, transform your program, school or community or whatever setting your project is likely to focus on. 5. Reveal this definition on easel paper: Talking Points: What is youth action research? Youth action research provides young people with a way to shape and influence the decision-making that affects their lives and communities. It enables them to make data-driven recommendations for change in their programs, schools and communities.

These materials were produced through the California Friday Night Live Partnership Friday Night Live Page with funding provided by the California Department of Health Care Services. Youth-Led Campaigns to 53 Tackle Alcohol Ads 6. Ask the group to share their reactions and feelings about this definition. Talking Points: Depending on your community, this may be a familiar idea or it may be unnerving for youth to consider how adults and elected officials in particular might respond to youth that want to express their opinions. It also may be something their parents may not consider to be a good idea. These are important conversations to have with youth to get a sense of how they feel about their own participation in action research. 7. Ask the group why they think youth action research is important. Talking Points: In our experience, young people are often not asked to participate in the decision- making that directly impacts their lives and their communities. When they do participate, adults often do not value their input and ideas. Action research is powerful because information is power and action research gives young people a way to collect their own information, as well as the skills to use it to advocate for change. 8. After this defining and discussion, ask the group to make a new list of the words that come to mind when they think about youth action research. Chart their responses. 9. Have the group compare the two lists. This time around it will be more positive and there will be more verbs.

Page Friday Night Live These materials were produced through the California Friday Night Live Partnership with funding provided by the California Department of Health Care Services. 54 Youth-Led Campaigns to Tackle Alcohol Ads Session 10: Introduction of the 7 Steps of Action Research The following section describes the seven steps of action research. We recommend that you review and understand all of the steps before leading youth in the seven steps of action research activity following this section. By completing an action research process you will likely be closer to your end goal and ready to take on more complex issues or try out more comprehensive and multifaceted solutions.

An Overview of the Seven Steps of Action Research 1. Define your Goal, Define the question There are many places to start your action research project; a good place to begin is by identifying the goals your action research team hopes to achieve. What is the social issue you are hoping to change? Once the social issue has been identified you can begin thinking about the questions that need to be answered. Assess what you and your team already know and what you still need to learn. What is it that you want and need to learn from the research? What is the purpose of the research? 2. Determine How to Measure it and What Information you will Need By this step you have decided on a particular social issue that is relevant to your community and your youth research team. Now you need to look into it more deeply. There are a few reasons that you and your team should look more deeply into your social issue before taking action: 1) It will foster deeper awareness of the root causes of the social issue, 2) You will learn multiple perspectives and experiences, so that 3) you can develop recommendations and action steps that are grounded in your communities reality. That said, by engaging in the research process your team will be better prepared to identify strategies that will be more effective at addressing the social issue. It is important that you let the research question determine your research methods. Questions to think about at this step are: −− How can you break down the question into different parts that you can analyze? −− What information will you need to help you answer the questions? Will you need information from public records, from people, etc.? 3. Design Research Process and Your Plan Many times good action research project will be comprised of multiple methods (called mixed methods). Your research design should be guided by steps two and three above. However, do not assume that any research method is appropriate for all research questions. For example, you would not use a resource intensive method like Photovoice if you were interested in learning about on-campus food purchases to assess the nutritional value of the food young people are purchasing at school. A more efficient method might be to contact your local district food directors and request food purchasing reports.

These materials were produced through the California Friday Night Live Partnership Friday Night Live Page with funding provided by the California Department of Health Care Services. Youth-Led Campaigns to 55 Tackle Alcohol Ads Some questions to ask you and your research team before designing your research process are: −− What is the best combination of methods to collect the information you need to answer your questions? If it is a focus group and a survey, what questions will you ask in the focus group and what questions will be better for the survey? −− What are your deadlines, who is responsible for what, what resources do you need, and do you need any training to carry out that research? 4. Collect Data, Information By this point you should have your research process planned out. This step is about gathering the information using the data collection process you have chosen. 5. Analyze and Interpret Data This step is about compiling all of your data and making sense of your findings. 6. Develop Recommendations and Action Plans By this step your team should have finished your research and analysis and should have a deeper understanding and awareness about the social issue and what needs to change needs to occur. You are now ready to take ACTION! Based on your findings and your interpretations of the meaning of your data, what recommendations would you and your team make? Who would you make the recommendations to? What kind of change strategies would your team suggest to address the issues that came up? Who needs to know about your findings and your recommendations and what are the best methods to disseminate the findings to them? You will learn about some of the possible methods for recommendation generation and action planning in this toolkit. 7. Review and Evaluate the Research Process Evaluation is a way to reflect on and assess how your project is going or how it went. This is a key step in learning from your experience and assessing the impact that your project had on the target social issue. Engage youth in answering the following questions: How did the process go? What worked well? What were the challenges faced? What might you change for next time? Did any new questions emerge for future action research projects? How did your project impact the issue or problem you were trying to solve?

Objective: For participants to learn the 7 steps of action research.

Suggested Steps: 1. Break the group into small groups of 4-6 people; give each group a shuffled set of the research / evaluation steps. 2. Instruct participants to divide up responsibilities by assigning the following roles to different members of their group: −− FACILITATOR, to keep the group on task −− NOTETAKER, to record their work on flip chart paper −− TIMEKEEPER, to make sure the group keeps to the allotted 15 minutes −− PRESENTER, to present their work to the larger group 3. Instruct participants that they will have 15 minutes for this exercise. While in small groups ask youth to: −− Review the seven slips of paper, −− Discuss each step, and determine what order they should be in and −− Create another step on their own, and put it in the order where they think it should belong. −− Write their 8 steps on flip chart paper or tape their slips of paper to the wall so they can present their work to the whole group. After 15 minutes, bring everyone back together and then: 4. Ask youth to share their flip chart and explain why they ordered the steps the way they did. Ask them to explain their 8th step, why they thought it was important and where they placed it in the order of steps. 5. Close with a general discussion about the steps; suggested questions to prompt discussion: −− Are any steps unclear to you? Do you have questions about any of the steps? −− Did this exercise help you understand the process of doing research or conducting evaluations? How? What else do you think you need to know?

These materials were produced through the California Friday Night Live Partnership Friday Night Live Page with funding provided by the California Department of Health Care Services. Youth-Led Campaigns to 57 Tackle Alcohol Ads Seven Steps of of Action Research Cut into separate cards for activity. You may need several sets depending on your group’s size.

BREAKING IT DOWN: DETERMINE HOW GETTING CLEAR ABOUT YOUR GOAL: TO MEASURE THE QUESTION AND DEFINE THE QUESTION WHAT INFORMATION YOU WILL NEED

CREATE TOOLS AND PRACTICE: CREATE AND CARRY OUT YOUR PLAN: DESIGN RESEARCH/EVALUATION COLLECT DATA AND INFORMATION PROCESS AND YOUR PLAN

CREATING RECOMMENDATIONS: FIGURING OUT WHAT YOU GOT: DEVELOP RECOMMENDATIONS AND ANALYZE AND INTERPRET YOUR DATA ACTION PLAN

ASSESSING YOUR IMPACT: REVIEW AND EVALUATE YOUR PROCESS

In this Section: Session 11: Observational Assessment Day 1

Session 12: Observational Assessment Day 2

Session 13: Observational Assessment Day 3

Objectives: To review the action research Materials needed: plan and timeline and hit the streets to begin Day 1 of the three day Observational • Timer Neighborhood Assessment. Following • Markers implementation of the assessment, • Clipboards (or folders or binders for hard participants will be able to reflect on the writing surface) process and offer feedback on what worked well and what could be improved about the • Pens/pencils tool and/or process next time. • Water bottles Time: 90 minutes • Camera (and/or cell phone camera)

Facilitator Note: Prior to beginning the Observational Assessment Review the Store and Billboard Research Packet Attachment 11-A

Session Agenda (Day 1): Time Title Summary 10 mins. Look Closely Icebreaker where participants stand facing their partner and observe their partner’s appearance. Everyone turns around so each person is facing away from their partner and changes 3 things about their appearance (untie one shoe, zip up jacket, put hair in ponytail, switch sandals to opposite feet, etc.). Then everyone turns around to face their partner and guesses the three changes their partner made. 15 mins. The Research Participants will review a proposed research plan to implement Plan the observational assessment over three days and provide input or suggestions they have. Participants will learn important safety precautions and brainstorm “Do’s” and “Don’ts”. 50 mins. Observational Participants will go out in the neighborhood and begin Assessment implementation of the observational assessment. Implementation (Day 1) 15 mins. Plus/Delta Participants will debrief their experiences implementing the observational assessment and share something they thought worked well and something they would change for the future.

Materials and Preparation:

• Participants in pairs, stand with partner

Suggested Steps: 1. For this activity you will need to find a partner that you don’t know very well. Once everyone has found a partner, decide who is “partner apple” and who is “partner pineapple”. Everyone take a very close look at your partner’s appearance and then stand back to back facing away from each other. (pause) 2. Ok, now that everyone is back to back I want you to change three things about your physical appearance. I’ll give you a minute to do that. (pause and set timer for 1 minute) 3. Now turn around, and “partner apples” will go first. “Partner apples” try to figure out how your “partner pineapples” changed. You have 1 minute. (pause and set timer for 1 minute) 4. Now switch, and “partner pineapples” try to figure out what the “partner apples” changed. (pause and set timer for 1 minute) 5. Okay, now you can take a seat. Did anyone get all 3 changes correct? (pause) 6. Debrief: The reason we did this activity is because careful observation is very important when doing research, and today we will be starting Day 1 of our Observational Neighborhood Assessment.

Materials and Preparation:

• Flip chart of Research Plan • Flip chart for Do’s & Don’ts Safety Brainstorm

Suggested Steps: 1. Today we’re going to conduct part 1 of our observational neighborhood assessment. First, we will review the section of the form that we will be filling out today. Have participants review section 1 of the observational assessment tool by asking for volunteers read the questions out loud. Great, thank you. Does anyone have any questions about what we are doing today? 2. Before we head out and get started, we’re going to talk about some safety precautions because we want to make sure that everyone is safe today. Remember we brainstormed some “Do’s” and “Don’ts” before we went on our Walkabout several weeks ago? I have that list here and we will review them together and then decide if there is anything we want to add. Ask for volunteers to read list out loud. Does anyone have anything they want to add that you think we should keep in mind while we’re out in the neighborhood doing our observational assessment today? Make sure you include things such as: −− Look both ways before you cross the street −− Keep your advisor in sight −− Don’t ‘Jay-walk’ −− Don’t take photos of people on the street without permission

Materials and Preparation:

• Clipboards (or folders or binders) for each participant to use as a hard surface to write on • Copies of Observational Neighborhood Assessment Tool (ATTACHMENT 11-B) • Pens/pencils • Water bottles • Camera (or cell phone camera)

Suggested Steps: 1. Now we are ready to go out into the community and begin our research. 2. Implement Section 1 of the Observational Neighborhood Assessment Tool. 3. Return to your meeting location so that you have 10-15 minutes remaining to debrief.

Plus/Delta

Materials and Preparation:

• Flip chart paper or dry erase board with two columns labeled “Plus” and “Delta” • Two different color markers

Suggested Steps: For today’s debrief, ask participants to brainstorm things they think went well during the observational assessment and things they think could be improved for next week, either about the assessment tool or about the process. Chart their responses in the Plus and Delta columns on the flip chart paper.

This packet covers the following areas: 1. Selecting your specific area for research 2. Using the observational tool 3. Organizing your team for research 4. Tools and materials you need for your research days 5. Tips for doing observations of store interiors 6. After you are finished collecting data Selecting the Research Area 1. Pick an area near your group’s site or service area that you think you can accomplish in 3 days of research. Assume that you will allocate about 1 hour of actual on-the-ground research time per day. If you can allocate more time, or more days, that’s great! Here are some other factors to consider when choosing the size of the area you will cover with your team: The amount of time it takes to walk the neighborhood −− We estimate that you can cover about 6 blocks, at both sides of the street, with one team of youth, in one hour, including 3-4 observations of store interiors. You will get faster each time you do this! The number of stores and signs along your route; −− Use the following resources to get a gauge of how many stops you need to make. −− BILLBOARDS: Go to your local Planning Department’s website and do a search for ‘General Advertising Sign Program’ and use the general advertising sign map to get a sense of the # and locations of billboards and large building signs. This tool allows you to zoom in at the neighborhood level, so you can clearly see locations in your chosen neighborhood. If you cannot locate your local Planning Department’s information – do Google: General Advertising Sign Program [Your Location]. You can also Google: Local Advertising Companies, which often list location, price, and information about billboard advertising. −− STORES: Maps which list the number and general location of all alcohol outlets by ZIP CODE are found on ABC’s website below: http://www.abc.ca.gov/GIS/ GISMapSearch.asp −− These maps will tell you the general # of stores you are likely to be surveying along your route. 2. Once you’ve selected your area, create a map & share the general area with youth leaders and adult allies supporting the data collection process. NOTE: When picking your area, be sure to reach out to local partners who may have also surveyed areas with youth and may be willing to share their Google Maps with you.

Page Friday Night Live These materials were produced through the California Friday Night Live Partnership with funding provided by the California Department of Health Care Services. 64 Youth-Led Campaigns to Tackle Alcohol Ads Using the Observational Tool We’ve worked hard to make this tool simple. However, there are still some areas of the tool in which explanation and examples are necessary. See below for description of 4 key areas.

1. Using the paper forms to collect data directly. You can use paper forms to collect the data but setting up an electronic file can help you compile data much faster. You can use tools like Survey Monkey or Google Drive to collect data and ensure one document holds all of your data. Both of these tools can provide basic analytics as well. 2. Using your smart phone to collect data directly You can also use a smartphone to record your store and billboard observations directly. You will need to create the online forms on Google and ensure youth can bookmark the online form links on their phones so they can access the forms. Below are some examples: −− The store survey online form is found here: http://tinyurl.com/Part1-StoreSurvey −− The store survey online form is found here: http://tinyurl.com/Part2- BillboardSurvey 3. Getting clear about some key questions Below are some key questions that youth and staff might need clarity about: Making estimates about the percentage of ads and signs on storefront windows (Part A, question 10). −− This question is designed to see if the store is in compliance with a state law (called the Lee law) that requires that all stores that sell alcohol for off-site consumption (markets, etc.) have 33% or less of its window space (including glass doors) covered in any type of sign. These signs are often ads, including alcohol ads. Your group’s job is to estimate the % that is covered by these types of ads. Somebody’s idea of 60% of windows being covered in ads might be another’s 40%. Take look at ATTACHMENT C to see our take on what 10% or less of ads and signs covering the windows and doors looks like, what 10% to 40% looks like, 40% to 60% looks like, etc. Estimating distance from billboards to youth related facilities (Part B, Question 17, 20, and 23) It’s important for us to make estimates of distances of billboards to any youth-related facilities we see, but how do we do this? Here are some helpful examples. −− The length of a typical High School basketball court is 84 feet. −− The distance from home plate to 2nd base is 127 feet on a pro field.The length of a football field is 300 feet. The distance from home plate to the centerfield wall of a football field is a little over 400 feet. −− Consider the following guidelines of distances that many of us are familiar with. −− Please note if the billboard faces the facility. In other words, if you were standing on the steps of the school and looking at billboard that was about 200 feet away, would you see the front (with the ad) or the back?

These materials were produced through the California Friday Night Live Partnership Friday Night Live Page with funding provided by the California Department of Health Care Services. Youth-Led Campaigns to 65 Tackle Alcohol Ads What is a promotional display? (Part A, Question 17) −− This question asks how many “promotional displays” you see. Promotional displays are things that alcohol companies often place in stores to promote their specific products. These items can include freestanding structures, like an inflatable 6 foot tall Corona Bottle, or something smaller, like a large Tecate flag hanging from the ceiling. See ATTACHMENT D for examples 4. Taking photos −− We want you to take photos of the stores and large signs you see. See ATTACHMENT E for examples of good photos of storefronts. Get close enough so the entire storefront is the frame, but not much farther back than that. Of course, please consider safety when determining how close you feel comfortable getting. −− Later in this packet you’ll find instructions on what to do with photos after you take them. Organizing Your Team for Research In regards to dividing roles and assignments, your group has several different options to consider when you are in the field. You could:

1. Go as a large group to collect data, taking turns at each store, billboard or kiosk to complete the survey, or 2. Split your group up into 2 or more groups (depending on how many adults you have to accompany) to do the research. 3. If you have the capacity to split up your team, you have at least a few options for how you want to do research. These options include: 4. Have each group walk on different sides of the street, but stay with each other the whole time 5. Assign groups to different blocks or parts of the neighborhood 6. Have one team focus on external observations (storefronts, billboards, kiosks, etc.), and another on interior observations of stores.

Tools and Materials for Your Research Days HERE’S A SUGGESTED LIST OF THINGS TO BRING AND TO PREPARE IN ADVANCE:

• List of assignments of youth members to particular research teams (if necessary) • Map(s) of area you will be covering • Clip boards • Pencils and pens • Device for photos [Camera or smart phone] • Smart phone that can read Google forms • Plenty of copies of the store survey form (even if you plan to use a smartphone)

Page Friday Night Live These materials were produced through the California Friday Night Live Partnership with funding provided by the California Department of Health Care Services. 66 Youth-Led Campaigns to Tackle Alcohol Ads • Plenty of copies of the billboard sign survey form (even if you plan to use a smartphone) • Notebook or note pad to write other observations and insights • Cash to buy water or other inexpensive items when surveying interior of stores Tips for Observations of Store Interiors From our experience doing research and observations inside stores, and through our work directly with store employees and owners, we’d identified the following tips and suggestions to make the interior assessment process smooth, respectful, and safe.

• Do the interior survey as a pair, not any larger. In interior store survey work, three’s a crowd. Also, because youth are occasionally perceived as a threat to store clerks and arouse suspicion, pairs should be a youth and adult if possible. • Other youth who are part of the research team should not stand directly outside the window while the pair is inside. This will cause the clerk and/or manager anxiety. Instead, gather as a group down the street while the research is being completed. • It’s always best to make a small purchase as part of your visit. Water, or a piece of fruit are good options to purchase, so bring singles. • Ask permission to do the survey of the interior. Get the water or gum first, and bring it to the counter. While you are making the purchase, tell the clerk that you are with a community group and are collecting info about alcohol advertising. Then, ask if it’s ok to make a few notes about alcohol advertising in the store. After he or she says it’s OK, then quickly do the survey and leave. If the clerk says no, don’t fight it. −− Just leave. Remember, this store might be one you want to work with on a shared project for your actual campaign, so it’s important to keep on good terms at this time. • Always be respectful of the employees, the manager and the customers. Even if you think there’s too much alcohol advertising, keep your opinions to yourself till you leave the store. Remember that your relationship with the store is important, and that they are more likely to work with you in the future if they respect you and don’t feel threatened by you. After You Have Collected the Data 1. ENTERING DATA We do suggest using Google forms to enter the data – there are great benefits from using Google forms and often easy to use. Once you’ve completed the surveys, there are separate Google forms for stores and for signs. Be sure to create 2 Google Forms (One for Stores and one for Billboards). You should also label your Google Forms accordingly. Below is an example: −− The web address for the Store form is: http://tinyurl.com/Part1-StoreSurvey −− The web address for the Sign form is: http://tinyurl.com/Part2-BillboardSurvey

These materials were produced through the California Friday Night Live Partnership Friday Night Live Page with funding provided by the California Department of Health Care Services. Youth-Led Campaigns to 67 Tackle Alcohol Ads 2. LABELING AND SENDING PHOTOS Your group really wants photos of the stores and large signs you are collecting data on. These photos can be really helpful for your group when its time to get started on your neighborhood campaign. Here’s how… we’d like this to happen

−− After you complete your surveys, download your images onto a computer, and create a folder to label them OR place them in Drop box/server/or other filing mechanism you use. −− Here’s how to label the photos Address_date_NameofGroup.jpg −− Example: 222Lincoln_11.12.2012_GroupName.jpg If you don’t have an exact address, use a cross street. Here’s an example. −− LincolnatMontereyAve_11.12.2012.GroupName.jpg

3. HOW WE WILL USE PHOTOS If we have the address or the cross street with the photo, we can actually place it on a Google map that shows where all our observations have taken place. Everyone will have access to this map, so we can click on the little icons and a photo of that store or sign will pop up with info. Exciting! Another way to use the photos is to enlarge one particular photo that highlights alcohol advertising saturation and one that does not. Groups have use both of these photos when meeting with decision makers to make their case.

Page Friday Night Live These materials were produced through the California Friday Night Live Partnership with funding provided by the California Department of Health Care Services. 68 Youth-Led Campaigns to Tackle Alcohol Ads These materials were produced through the California Friday Night Live Partnership Friday Night Live Page with funding provided by the California Department of Health Care Services. Youth-Led Campaigns to 69 Tackle Alcohol Ads

No signs are visibleNo signs on are

The neonsigns are off so the 60%. 60%. - estimate is harder.This is anexample of one thatis closer to 40% than 60%. 10% or less. 40% window space.

STOREFRONT ADS AND SIGNS ud

, Fall 2012, SF Prevention Coalition Most of the window window the of Most This one’s definitely closer to to closer one’s This definitely ss the bottom. ss the 80%. 80%. - 40%. 40%. - space is covered, including the lowerwindow panels that have B ads acro 60% 40% but the glass door and 2 of the 4 the 4 the the of 2 and door glass the but 40% windowsdon’t have much signage. 10% Youth Leadership Institute GUIDE TO ESTIMATING TO GUIDE re andre Billboard Research A Sto 75%

Onlyone sign in

The middle panel is panel middle The ATTACHMENT C: 60%. 60%. - 10% or less. or 10% window. Alcohol bottles are part of a behinddisplay window should but not be included in an estimate covered with ads, but the other other the but ads, with covered you which covered, less are windows in take to need to account for Estimating the % of storefront space covered with ads and signs can sometimes be tricky, especially when the % is towards towards is % the when especially tricky, be sometimes can signs and ads with covered space storefront of % the Estimating explanations. some and our estimates with storefronts, of examples some are Below 40%-60%. like range, middle the 40%

, Fall 2012, SF Prevention Coalition Youth Leadership Institute re andre Billboard Research Sto Below are examples of alcohol displays that you might find in a liquor store or or store a liquor in might find you that displays alcohol examples of are Below corner store. ATTACHMENTD: PROMOTIONAL ITEMS AND DISPLAYS

We can’t We can’t centage of ads ads centage of stance. You need to

NOT GOOD: NOT per the tell in storefront this from di get on the other side of sure to be or street, the use a zoom lens! this photo

—which we , Fall 2012, SF Prevention Coalition NOT GOOD: NOT shows the whole storefront, a has but good; is which person in it don’t want. Youth Leadership Institute re andre Billboard Research Sto

& we can % of the % of 3 Cokeads. This is the right

ATTACHMENT DIRECTIONS E: FOR TAKING STOREFRONT PHOTOS GOOD: the take to distance Photo captures photo. entire storefront tell tell this that hasstore morethen 3 window space covered in window space & alcohol !

These materials were produced through the California Friday Night Live Partnership Friday Night Live Page with funding provided by the California Department of Health Care Services. Youth-Led Campaigns to 73 Tackle Alcohol Ads Page Friday Night Live These materials were produced through the California Friday Night Live Partnership with funding provided by the California Department of Health Care Services. 74 Youth-Led Campaigns to Tackle Alcohol Ads These materials were produced through the California Friday Night Live Partnership Friday Night Live Page with funding provided by the California Department of Health Care Services. Youth-Led Campaigns to 75 Tackle Alcohol Ads Page Friday Night Live These materials were produced through the California Friday Night Live Partnership with funding provided by the California Department of Health Care Services. 76 Youth-Led Campaigns to Tackle Alcohol Ads Attachment 11-B: Billboard and Large Signs Assessment Tool

These materials were produced through the California Friday Night Live Partnership Friday Night Live Page with funding provided by the California Department of Health Care Services. Youth-Led Campaigns to 77 Tackle Alcohol Ads Page Friday Night Live These materials were produced through the California Friday Night Live Partnership with funding provided by the California Department of Health Care Services. 78 Youth-Led Campaigns to Tackle Alcohol Ads These materials were produced through the California Friday Night Live Partnership Friday Night Live Page with funding provided by the California Department of Health Care Services. Youth-Led Campaigns to 79 Tackle Alcohol Ads Session 12: Observational Assessment Day 2

Objective: To begin a discussion about Materials needed: alcohol branded promotional items that are given away for free and/or sold (often to • Timer minors). Participants will then continue their • Markers action research with Day 2 of day three of the • Clipboards (or folders or binders for hard Observational Neighborhood Assessment. writing surface) Following implementation of the assessment, participants will be able to reflect on the • Pens/pencils process and offer feedback on what worked • Water bottles well and what could be improved about the tool and/or process next time. • Camera (and/or cell phone camera) • Sample promo items Time: 90 minutes

Session Agenda (Day 2): Time Title Summary 15 mins. Promo Items and Participants will name an alcohol promo item that they have Give-Aways seen or that they own, that were purchased or given away for free. Participants will be given a homework assignment to collect as many alcohol promo items as they can and bring them to the next meeting to share. 60 mins. Observational Participants will go out in the neighborhood and continue Assessment implementation of the observational assessment. Implementation (Day 2) 15 mins. Plus/Delta Participants will debrief their experiences implementing the observational assessment and share something they thought worked well and something they would change for the future.

Materials and Preparation:

• Participants in circle facing inward • Flip chart or dry erase board with Homework Assignment written on it • Alcohol promo item (optional) or photos of promo items (IN ATTACHMENT 11-A)

Suggested Steps: 1. Today we’re going to talk about alcohol branded promotional items, also known as “promo items”. Can anyone explain what they think a promo item is and give us an example of a promo item? (call on volunteer) 2. Yes, a promo item is an item used to promote a brand or product. Promo items are often given away for free because companies want people to like their brand and help advertise it for them. Other promo items are sold in stores and online or used as incentives and prizes. Sometimes promo items are even made for specific events or times of year. For example, at the Pride Festival in San Francisco, Smirnoff gives away rainbow- colored wristbands and headbands that have big Smirnoff logos on them. Another example are the plastic signs with a picture of a baseball, the San Francisco Giants logo, and Coors logo that were handed out before a Giants game. (show photos in ATTACHMENT 11-A) Most people don’t realize that they are becoming free, walking, living billboards for these companies! This is an extremely effective marketing strategy for companies because according to a new study by Nielsen (a leading global provider of information and insights into what consumers watch and buy), “92 percent of people trust recommendations from friends and family above all other forms of advertising when making a purchase decision.”7 This means that if you often wear a t-shirt with the Corona brand logo, or a hat with the Hennessy brand logo, your friends and family will be more likely to buy those products because of your endorsement of these products by wearing the brand. 3. Now we are going to go around in a circle and share one alcohol branded promo item that you can think of that you either have been given, have bought, or have seen. If you don’t remember ever seeing an alcohol branded promo item, try to think of a promo item you’ve seen for a different type of product. Perform Activity. 4. Great job. Now for your homework assignment… I want you to each try to find an alcohol promo item this week. It can be something you have at home, or something your friend has. It can also be a photo of an alcohol promo item that you find for sale in a store. If you can, bring it to the meeting next week to share with all of us and so we can start a collection of alcohol promo items to use as visuals in our campaign.

7 Nielsen: Global Consumers’ Trust in ‘Earned’ Advertising Grows in Importance 4/10/12 www.nielsen.com

Materials and Preparation:

• Flip chart of Research Plan (from previous week) • Flip chart for Do’s & Don’ts Safety Brainstorm (from previous week) • Clipboards (or folders or binders) for each participant to use as a hard surface to write on • Copies of Observational Neighborhood Assessment Tool (ATTACHMENT 11-B) from previous week • Pens/pencils • Water bottles • Camera (or cell phone camera)

Suggested Steps: 1. Today we’re going to conduct part 2 of our observational neighborhood assessment. First, we will review the section of the form that we will be filling out today. Have participants review section 2 of the observational assessment tool by asking for volunteers read the questions out loud. Great, thank you. Does anyone have any questions about what we are doing today? 2. Before we head out and get started, we’re going to review our safety “Do’s & Don’ts”. Can I have a volunteer to read the list out loud? (choose someone to read list) Now we are ready to go out into the community and continue our research. 3. Implement Section 2 of the Observational Neighborhood Assessment Tool. 4. Return to your meeting location so that you have 10-15 minutes remaining to debrief.

Plus/Delta

Materials and Preparation:

• Flip chart paper or dry erase board with two columns labeled “Plus” and “Delta” • Two different color markers

Objective: To continue the discussion about Materials needed: alcohol branded promotional items that are given away for free and/or sold (often to • Timer minors) and share the branded items that • Markers they collected in the past week. Participants • Clipboards (or folders or binders for hard will then complete Day 3 of the three day writing surface) Observational Neighborhood Assessment. Following completion of the assessment, • Pens/pencils participants will reflect on the overall process • Water bottles and talk about next steps. • Camera (and/or cell phone camera) Time: 90 minutes

Session Agenda (Day 3): Time Title Summary 20 mins. Show Us What Participants share the alcohol promo items they were able to You Got collect since last week. Participants brainstorm what stands out to them most about the promo items collected. 60 mins. Observational Participants will go out in the neighborhood and complete Assessment implementation of the observational assessment. Implementation (Day 3) 10 mins. Head, Heart, Participants choose to share one thing, either: something they’re Feet thinking about (head), something they’re feeling (heart), or something they’re going to do/take action on (feet).

Materials and Preparation:

• Table or area to set promo items that people bring • Pens/pencils

Suggested Steps: 1. Welcome everyone. For our icebreaker today we will be sharing the alcohol promo item we found this week. Hopefully everyone remembered to bring one or has one in mind to talk about, if you couldn’t actually bring it or a photo of it. 2. We’re going to keep track of the type of promo items we collect. Would anyone like to go first? (call on someone and then continue around the circle) After everyone has shared their promo item: −− Which category has the highest amount of alcohol promo items so far? (pause) −− Why do you think that type of promo item is so popular, or common? Is it given away for free, or sold? 3. You can set the promo items here and we will continue our collection so if you find more alcohol promo items, or are even offered one at an event, please try to remember to bring it in to show it to the rest of us and to add to our collection!

Materials and Preparation:

• Flip chart of Research Plan (from previous week) • Flip chart for Do’s & Don’ts Safety Brainstorm (from previous week) • Clipboards (or folders or binders) for each participant to use as a hard surface to write on • Copies of Observational Neighborhood Assessment Tool (ATTACHMENT 11-B) from previous weeks • Pens/pencils • Water bottles • Camera (or cell phone camera)

Suggested Steps: 1. Today we’re going to conduct part 3 of our observational neighborhood assessment. First, we will review the section of the form that we will be filling out today. Have participants review section 3 of the observational assessment tool by asking for volunteers read the questions out loud. 2. Great, thank you. Does anyone have any questions about what we are doing today? 3. Before we head out and get started, we’re going to quickly review our safety “Do’s & Don’ts” one more time. Can I have a volunteer to read the list out loud? (choose someone to read list) Now we are ready to go out into the community and continue our research. 4. Implement Section 3 of the Observational Neighborhood Assessment Tool. 5. Return to your meeting location so that you have 10-15 minutes remaining to debrief. Head, Heart, Feet

Suggested Steps: Start by asking the participants to stand in a circle, facing inward. For our closing activity today we are going to do something called Head, Heart, Feet.

You have three options. You can choose to share:

• 1 thing you are thinking after completing our observational assessment • 1 thing you are feeling after completing our observational assessment, OR • 1 thing you want to do, or take action on, now that we have completed our observational assessment Perform Closing Activity

In this Section: Session 14: Quantitative Data Analysis

Session 15: Developing Findings and Recommendations

Objective: To learn the steps for data analysis and Materials needed: work through an example together as a group. Then participants will practice analyzing the quantitative • Copies of raw data results data collected through the 3-part observational (quantitative) from observational assessment. Participants will make predictions about assessment the data in the beginning of the workshop and reflect • Pens/pencils at the end to determine if predictions were correct. • Markers Time: 90 minutes

Session Agenda: Time Title Summary 10 mins. That’s So In a circle, participants make predictions about research findings Predictable… on sticky notes and share with group members. 20 mins. Analyzing and Participants will learn the steps for data analysis (compile & Using Data organize data, startling stats, come up with findings, make recommendations) and work through an example together as a group. 50 mins. Show Me The Participants will work in pairs or triads to practice analyzing their Data! own data results from the observational assessment conducted in previous weeks. Participants will use the handout provided to record their ideas and then present back to the larger group the findings they have brainstormed. 10 mins. …Or Is It? In a circle, participants reflect on whether or not their prediction was correct or incorrect, and if incorrect, why their assumption may have been incorrect.

Materials and Preparation:

• Participants in a circle • Give each participant a sticky note and pen/pencil

Suggested Steps:

1. When participants have arrived, congratulate them on completing their data collection and take a moment to appreciate specific strengths and skills you noticed the group showed during that process. 2. Today, we are going to look at how to make sense of all this information, or data, we have gathered. First, think about the people we have gathered information from and what they seemed to be saying. Think about the places we observed and the things we noticed. Based on your experience with gathering this information, what is your CURRENT GUESS, or prediction, on what common themes will come up as we look at the data? 3. Try to state your guess as a sentence, starting with, “I think we’ll find that…” 4. Now write your sentence on the sticky note you have. Give participants 3 minutes to write down their prediction. 5. Pick a volunteer to share their response. Go around the circle in the direction chosen by this volunteer, hearing participant predictions. 6. Notice that in our heads, we already have ideas on what messages we believe will come out of our data. But none of us has yet to see the data all together. We will today. By organizing, summarizing, and finding connections within the information we have gathered, we will be able to paint a picture of what is really going on, that we can then act on and share with people who have the political power to make these changes. How many of you have ever been startled when you see your friend and they have a new haircut or have gotten braces or something? How many of you have ever NOT noticed right away a change in your friend? 7. Sometimes, if we already have a picture in our mind of how something is, we have a harder time noticing if something is different, unless it is really obvious. So although you might already think you know what the data says, it is really important to keep an open mind as we analyze the data so you can recognize information that you didn’t expect to see.

Materials and Preparation: • Data Activity handout Attachment 14-A • Write on flip chart paper: • Data Activity Cheat Sheet handout Steps for Data Analysis: Attachment 14-B 1. Compile and Organize Data • Pens 2. Startling Stats • Markers 3. Come Up With Findings • Flip chart paper 4. Make Recommendations • Tape

Suggested Steps: 1. Explain that this part of research, analyzing the data, often generates a lot of fear for folks, but it doesn’t need to be overwhelming. 2. Next, present the simple steps (below) for Data Analysis. Write the points and explanations on flip chart paper in advance. 3. Once you have your data (raw numbers, transcripts, photos), you: −− Compile and Organize it (ratios, tables, graphs). Sometimes by turning your data into ratios, you get some “Startling Stats” −− Come Up With Findings – what you think it means. Findings give the data meaning. −− Make Recommendations – the advice to those who might be able to act on it (policy makers, etc.). Now that you understand it, recommendations are simply “what we should do with it.” 4. Explain that some examples of how to present recommendations might be through: −− A written report −− A press conference −− A video documentary Provide an example of how this works. Review examples as a group of specific results for each of the categories below. Each section (data, startling stats, findings, and recommendations) should be on a separate slide or flip chart. 5. Let’s say that you did brief surveys of how students feel about school lunch. This is what you found— Here is your data: (ask for volunteers to read each statistic out loud) −− 100 of 1,000 high school students like the food at school −− 200 of 1,000 high school students think that the lunch lines move quickly −− 3 of 1,000 high school students like the lunch room atmosphere −− 750 of 1,000 high school students always eat the fruit if it’s offered −− 750 of 1,000 high school students think that if you eat lunch at school it means your family is poor.

These materials were produced through the California Friday Night Live Partnership Friday Night Live Page with funding provided by the California Department of Health Care Services. Youth-Led Campaigns to 89 Tackle Alcohol Ads 6. Come up with some startling stats: (ask for volunteers to read each “startling stat” out loud) −− Only 10% of students like the food served in the cafeteria −− Less than 1% of students like eating in the lunch room −− 75% of students think eating school lunch means you are poor −− 75% of students always eat the fruit 7. Here are some of your findings: (Remember that Findings give data meaning in ways we can really relate to.) (ask for volunteers to read findings out loud) In general, students think the food at school sucks, that the lunch room is terrible, and that it’s only poor young persons that eat the food. (Facilitator’s Note: Ask the group if they would come up with other findings based on the data presented.) 8. Here are your recommendations: (Remind participants that recommendations are simply “what should we do with it”) (ask for volunteers to read each recommendation out loud) −− The school needs to improve the atmosphere in the cafeteria so that more students will eat there. −− The school needs to provide more fruit. (Facilitator’s Note: Ask the group if they would have other recommendations based on the findings) 9. As individuals or in small groups: Pass around the handout (ATTACHMENT 14-A). Ask participants to take 5 minutes to come up with their own answers. Inform participants that they should be prepared to present some of their findings to the group. 10. Do report backs: ask one group to present its results. Ask others to present additional results if not already stated by previous groups. Use Data Analysis Cheat Sheet (ATTACHMENT 14-B) to help clarify or correct answers that might be in different categories or might confuse participants. 11. Debrief the activity. Consider the following questions: −− What was the hardest part of this activity? −− What did you learn by doing this activity? −− Is this an analysis process you could apply to different data? Final note about quantitative analysis: Explain that we did a quantitative analysis activity, which works well for things like surveys. But some of the data you are gathering will be qualitative. Next session we will be learning about qualitative data and analyze our one-on-one interview data.

• 40 out of 70 teens said that the programs that are offered at the rec center are boring. 30 out of 70 said they enjoyed the programs that are offered at the rec center. • 18 out of 70 said they would tell a friend about a program or service of the rec center. • 20 out of 70 teens could remember the name of an adult who worked at the center

What are your startling stats?

What are your findings?

What are your recommendations?

Your data

What are your startling stats?

• Over half 57% of youth said programs offered are boring • Only 25% of youth said they would tell a friend about the rec center. • More than 75% of youth do not know a name of an adult who works at center.

What are your findings?

• In general, youth think programs offered are boring, most wouldn’t tell a friend about center, and youth don’t know the names of adults who work at center. What are your recommendations?

• The center needs to improve the kinds of programs offered. The center should ask youth the kinds of programs that would like. • The center needs to have all adults introduce themselves to youth and play name games so everyone gets to know each other’s names.

Materials and Preparation:

• Participants receive copies of the raw data results from the observational assessment • Participants receive Show Me The Data! Handout (ATTACHMENT 14-C)

Suggested Steps: 1. Explain that now the group will be analyzing the data from the observational assessment. Ask for volunteers to read each of the results aloud. 2. Check for understanding and then have participants get into small groups of 2-3 and work through the questions on the Show Me The Data handout (ATTACHMENT 14- C) together for each section (startling stats, findings, and recommendations) using the raw data from the observational assessment you just read aloud. −− Recommendation—give each group a portion of the entire data set to review, so that the task is not so overwhelming 3. When participants are done, ask for representatives from each group to present their findings back to the large group. Chart answers from the group on data, startling stats, findings, and recommendations. Ask debrief questions, −− What surprised you the most about the data? −− What do you think is the most important finding we came up with today?

What is your data?

What are your startling stats?

What are your findings?

What are your recommendations?

Materials and Preparation:

• Flip chart paper with prediction sticky notes

Suggested Steps: Participants get their sticky note prediction from the beginning of the meeting. In a circle, participants take turns reflecting on whether or not their prediction was correct or incorrect, and if incorrect, why their assumption may have been incorrect.

Purpose: To develop key findings Materials needed: based on their data and come up with recommendations to address these • Copies of raw data results (already analyzed) findings. Then participants will learn about • Pens/pencils and identify who has the power to make the • Markers changes they are recommending (primary target) and who may be able to positively • Demand Cards (cut out in advance) influence that person (secondary target). (ATTACHMENT 15-A) • Report Matching game (cut out in advance) Time: 90 minutes (ATTACHMENT 15-B)

Session Agenda: Time Title Summary 10 mins. Demands Participants get into pairs and practice making a demand in 3 different ways to see what is effective/ineffective approaches to making a demand, and debrief in larger group. 40 mins. Telling Our Story Participants will review their findings from the quantitative and qualitative data sets and develop a comprehensive set of key findings and recommendations that tell the story they want to convey. 30 mins. Findings and Using a matching game, participants will learn about Recommendations developing a findings and recommendations report, Report understand it’s importance, and begin to brainstorm ideas for their report 10 mins. Love Chain Participants link pinkie fingers with the people next to them and acknowledge one quality they love or appreciate about the person to their left side.

Materials and Preparation:

• Participants in pairs • Demands cards (cut out in advance, set of 6 per pair) (ATTACHMENT 15-A)

Suggested Steps: 1. When participants are in pairs, give them a set of 6 demands cards so that each partner gets 3 cards (without the other person seeing them!). 2. Give participants 5 minutes to act out making 3 demands of their partner, following the guidelines on the demands cards they have. For example: 1) Demand ice cream with a smile and say please. 2) Demand ice cream by yelling and stomping your feet. 3) Demand ice cream by convincing your partner how they will benefit from giving you ice cream. 3. Debrief in large group. −− What was that like? −− What was most effective or ineffective about the demands you made? −− How did it feel to have someone demand something from you? −− How did it feel to make a demand of someone else? It’s important to keep in mind that when we make demands of people, we want to make the demand in the most effective way possible so that we can get what we’re asking for. Let’s keep this activity in mind as we continue to talk through our demands for this campaign.

Partner 1 Demand ice cream with a smile and say please

Demand ice cream by yelling and stomping your feet.

Demand ice cream by convincing your partner how they will benefit from giving you ice cream.

Partner 2 Demand pizza with a smile and say please

Demand pizza by yelling and stomping your feet.

Demand pizza by convincing your partner how they will benefit from giving you ice cream.

Materials and Preparation:

• Handouts, raw data, & flip charts available from previous two weeks • Flip chart paper and markers for brainstorm

Suggested Steps: 1. Today we are going to review the findings and recommendations that we started to create in the last two workshops. Last meeting we focused on the data from our one-on-one interviews, and the week before that we focused on the data from our observational assessment results. 2. Now, we are going to develop our comprehensive set of findings and recommendations.

Think about these questions: −− What is our data telling us about our neighborhood? −− What is the combined story of both data sets? 3. Let’s review what we came up with in the last two workshops. (Review what group came up with already, ask volunteers to read out loud) 4. Now we’re going to practice making findings and recommendations for both sets of data. First: Make a BOLD Statement. What is a strong statement you can make based on this data? −− (For example: It is easy for teens to buy alcohol in our neighborhood.) Next: Back It Up With Data. What is your proof? How do you know this is happening? (For example: We did purchase surveys at liquor stores and 40% of stores sold alcohol to minors without id.) Then: Make Your Demand, Name Your Target. What should be done to address this and who should do it? (For example: The Board of Supervisors should increase the penalty for selling alcohol to minors and violators should have their alcohol license suspended for 30 days. OR Merchants in our neighborhood should be required to train their staff on how to check id.) 5. As a group, come up with 4 solid sets of findings and recommendations. Each finding should have a recommendation that addresses the issue in the finding. Each recommendation should include a target, WHO has the power to make the change you want to see. If you have more than 4 findings/recommendations sets, using four-finger voting method to prioritize top 4 findings & recommendations.

Materials and Preparation:

• Flip chart with information about the different sections of a report • Report sections cut out (ATTACHMENT 15-B)

Suggested Steps: 1. We have been working on our findings and recommendations and now we are going to create a Findings and Recommendations Report. 2. Ask youth the following questions: −− Why do we want to create a findings and recommendations report? −− What can we do with a findings and recommendations report? Reports tell our story, the problems we are facing, and the change we want to see. Putting things in to words gives decision-makers and allies more information about what we want. It makes us legit. 3. Let’s talk about the different ‘sections’ of a one page findings and recommendations report.

Page Friday Night Live These materials were produced through the California Friday Night Live Partnership with funding provided by the California Department of Health Care Services. 100 Youth-Led Campaigns to Tackle Alcohol Ads Attachment 15-B: Section Titles and Examples Cut out each section title: TITLE OF YOUR REPORT THE ISSUES OUR RESEARCH OUR FINDINGS ABOUT US RECOMMENDATIONS OUR NEXT STEPS FOR MORE INFO… Cut out each example: TOO MANY STOREFRONT ADS A REPORT BY TEENS TAKING ACTION In our neighborhood, alcohol is everywhere. We see it on storefronts, on billboards, and the inside of stores. We want to reduce alcohol ads because we know that alcohol advertising encourages young persons to drink. If alcohol ads are everywhere, then youth think drinking and getting drunk is just normal. We want to change that. We wanted to know more about alcohol ads in our neighborhood, so we decided to do an observation where we walked around the neighborhood looking at all the ads. Over two days we looked at alcohol ads on the inside and outside of all liquor stores and corner stores. We also interviewed 15 teens in other programs of the Neighborhood Youth Center about their beliefs about alcohol advertising.

These materials were produced through the California Friday Night Live Partnership Friday Night Live Page with funding provided by the California Department of Health Care Services. Youth-Led Campaigns to 101 Tackle Alcohol Ads Here are some of the things we learned from our research: • 45 stores in our neighborhood sell alcohol. • Of these, 40% of these stores had more than 33% of alcohol or tobacco ads covering their storefront windows. This is a violation of the CA Lee Law. • Every store had alcohol ads or promotions on the inside. Most of these stores had more than 50% of interior wall space covered with ads. • Of the teens we interviewed, we found that most believed that store alcohol ads were targeting them. Most also agreed that it would be a good thing if there were fewer alcohol ads or promotions in the stores that young persons frequent. Teens Taking Action is a program of Neighborhood Youth Center. We are mostly high school aged youth who care about what’s going on in our neighborhood and want our voices to be heard. We’ve been working together since September 2010. Neighborhood Youth Center is a multi-service youth and community center located in the City’s northeast. • Merchants selling alcohol in our community need to start following the law. Police need do a better job at enforcement, too. • We want those stores with too much alcohol ads in their windows to get into compliance now. • We want merchants to replace alcohol signs inside and outside with those that promote healthy lifestyles. We are going to reach out to 5 corner stores in our community that have the most ads, and find ways to help them reduce the amount of ads in their stores. Some of us are designing posters already. Other members of our group are collecting signatures from community members in support of reducing ads in these stores. Contact Jorge at 555-5555, or Jorge at teenstakingaction.net.

Title of your report

Pick a title that captures readers! The Issues About Us

Here you describe the issue you are trying Here you should tell a bit about your to focus on, and the vision or priority your group, and the organization that you are group has. connected to. Insert a group photo.

Our Research Recommendations

Here you explain why you wanted do Here list 2 – 4 specific actions that COULD research and what methods you used to be taken to address what you found. You collect your data. Insert a photo that shows can list things you might want others to deal the issue OR your group doing research. with, even if you are not going to focus on them in your own action project

Our Findings Our Next Steps

Here is where you list 2 – 5 key findings Here are the things that describe the from the data you collected. Pick the ones important things your group will be doing to that are most interesting and best support address the findings. This is where you say the recommendations you want to make. what you will plan to do, even if you haven’t done it yet.

For more info…

Here is where you tell people how to reach you for more info.

4. Now that we know the ‘sections’ of a one-page findings and recommendations report, I am going to give some people the ‘titles of the sections’ and some people the ‘examples for each section’. So you will need to find the person who has the right title section for the example you have. Get ready, get set, go!

These materials were produced through the California Friday Night Live Partnership Friday Night Live Page with funding provided by the California Department of Health Care Services. Youth-Led Campaigns to 103 Tackle Alcohol Ads Debrief: −− Was matching the section titles and examples easy? −− Which sections where easy to match? Hard to match? Why? 5. Ok, it’s time to work on our findings and recommendations report. Since we already have our findings and recommendations – let’s work on the other sections for our report: −− Title of your report −− The Issues −− About Us −− Our Next Steps −− For more info 6. Pair youth up to work on a section. Ask them to brainstorm some important things to include for each of these sections. 7. Thank you all for your brainstorm ideas. Would anyone like to partner with me to use this brainstorm to write our report? 8. Once a volunteer signs up, let folks know you will show them the report once it is complete for any edits/changes they would like to see.

Love Chain

Materials and Preparation:

• Participants standing in circle

Suggested Steps: Everyone reach your hands out to your sides and link pinkies with the people next to you. Say one thing you appreciate about the person to your left and squeeze their pinkie.

Pass the pinkie squeeze around the circle as each person shares something they appreciate about the next person.

In this Section: Session 16: Review Campaign Options

Session 17: Putting a Plan Together

Session 18: Actions vs. Activities

Session 19: Developing a Strategic Action Plan

Objective: To review the three options in Materials needed: the Neighborhood Campaign Menu and will be able to decide on which of these • Pens/pencils campaigns they want to focus on this school • Markers year. Participants will evaluate the possible • Flip chart paper campaign solutions to determine which is most relevant, realistic, and winnable in their community.

Time: 90 minutes

Session Agenda: Time Title Summary 10 mins. Human Knot Participants stand in a close circle and reach their hands out towards the center, grabbing two holds that belong to different people. The group tries to undo the knot without letting go of each other’s hands. Debrief focuses on teamwork and decision-making. 35 mins. Campaign Participants will learn about each of the 3 campaign options from Overview the Neighborhood Campaigns Menu and have the opportunity to ask questions and provide input or reflection. 35 mins. Choosing a Participants will answer questions to compare campaigns using Solution criteria and decide which of the 3 campaign options they want to work on. Participants will then narrow their specific focus within the campaign selected. 10 mins. Forward In a circle, participants share one thing they are looking forward to Thinking about the campaign they have chosen.

Materials and Preparation:

• Participants standing in circle

Suggested Steps: 1. Ask all of the participants to stand in a close circle and put their hands in the middle. Now we’re going to make a big tangled human knot! Everyone reach across the circle and grab two hands that belong to two different people. Ready, Go! (Optional: to make it extra challenging for the group, you can add a rule such as “No talking during the activity”.) 2. Once the group is in a big “knot”, the group is to then try and undo the knot without letting go of each other’s hands. This can be very tricky as the group tries to maneuver through each other without letting go. 3. When the group untangles itself, debrief by asking: −− Was that activity easy or hard? How come? −− Did you use any strategies to try to untangle the knot? What were they? Suggested Closing Message: We did this activity because even though we may struggle at times as a group, we can solve problems and overcome challenging situations together through teamwork, cooperation, and patience.

Materials and Preparation:

• Neighborhood Campaign Menu handouts (1 per participant) (ATTACHMENT 16-A) • 3 flip chart sheets (1 for each campaign option with goals and key steps) • Four Fingers Voting flip chart on wall (from previous workshops) • Campaign Puzzle on flip chart (from previous workshops)

Suggested Steps: 1. Today is a very important day in our campaign process. Let’s take a look at our puzzle to see where we’re at. (gesture towards campaign puzzle on wall). Does anyone want to take a guess of which step we’re on now? (call on someone who raises their hand) That’s right, now that we’ve done our research, analyzed our data, and developed our findings and recommendations, it’s finally time to choose our campaign! Since we are part of a larger coalition and we want all of our collective work to have a really big impact, each Youth Action Group in the coalition will be choosing 1 of 3 campaign options to work on for the rest of this school year. 2. First we’ll review each option and discuss any questions that you have. Then we will go on a silent “gallery tour” of the four campaign flip charts and each of you will get 2 stickers to use to vote for your top 2 campaigns. Or, if you feel really strongly about wanting to do one of the campaigns, you can use both of your stickers to vote for one campaign. 3. Ask for 3 volunteers and ask each volunteer to read out loud to the group the goal and key steps for one of the Campaign Options 1-3. (ATTACHMENT 16-A) 4. After all four campaign options have been read out loud, ask participants if they have any questions or concerns, or are especially excited, about any of the campaign choices. Do your best to clarify or explain the campaign options. 5. When questions have been answered and concerns and/or excitement shared, ask if participants are ready to do a preliminary vote. 6. Then pass out stickers so each participant gets two. (If you don’t have stickers, you can use markers and ask participants to put check marks or stars next to the campaigns they want to vote for.) Remind participants this is a silent “gallery tour” and they should vote for the 1-2 campaigns that they most want to work on. When everyone has their stickers, begin the “gallery tour”. Play background music if possible. 7. Perform activity. Notice which 1-2 campaigns have the highest number of votes and ask participants to share reasons they chose the campaigns they voted for. If one campaign has by far more votes than the other three campaigns, say

These materials were produced through the California Friday Night Live Partnership Friday Night Live Page with funding provided by the California Department of Health Care Services. Youth-Led Campaigns to 109 Tackle Alcohol Ads something like: 8. Well it seems like most of us agree that this campaign is our first choice. Does anyone want to share reasons why they chose this campaign? (call on 1-2 people to share) 9. Those are great reasons. However, some of us didn’t vote for this campaign. Does anyone who voted for a different campaign want to share which campaign they voted for and why? (call on 1-2 people) Discuss any concerns, hesitations, or questions that participants bring up. Suggested Transition Message: These are all great points and things that are important for us to think about in selecting our campaign. Next we’re going to do an activity called “Choosing a Solution” to help us narrow down our top 1-2 campaign choices and decide on our specific campaign focus.

Page Friday Night Live These materials were produced through the California Friday Night Live Partnership with funding provided by the California Department of Health Care Services. 110 Youth-Led Campaigns to Tackle Alcohol Ads Neighborhood Campaign Menu Campaign 1 Campaign 2 Goal: to reduce in-store/storefront alcohol Goal: to reduce presence of alcohol advertising and promotions billboards in neighborhood

Key Steps: Key Steps:

• Identify store • Identify location for potential alcohol • Build relationship with merchant advertising (kiosks/billboards) • Secure agreement with merchant • Do research on ownership and history • Develop or secure alternative materials for store • Develop community support for this location being free of alcohol ads • Plan and carry out action/makeover • Meet with decision-makers to make • Promote your store action ask Campaign 3 Goal: to decrease availability of alcohol promotional items

Key Steps:

• Investigate who is wearing/using alcohol promo items and where they are buying/receiving them • Do research on school or community event policies on promo items • Collect and display items • Determine an action to reduce availability/presence of these products, such as: −− Ask store to stop selling them −− Work to change festival or school policies around distribution of items and/or ads promoting alcohol −− Host a “SWAP” event in the community

Objectives: To brainstorm, assess, and Materials needed: prioritize possible FNL project ideas, or solutions, that make progress toward your • Choosing a Solution handouts (1 per goal and fit your criteria. participant) (ATTACHMENT 16-B) • Choosing a Solution flip chart on wall Time: 30 minutes

Suggested Steps: 1. Pass out the “Choosing a Solution” handout to participants. (ATTACHMENT 16-B) 2. Okay, now that we know the top 1-2 campaigns we are most interested in, we need to narrow it down to one and make a decision. 3. Fill in the “Choosing a Solution” flip chart with the 1-2 top choice campaign options in the top row (this can be one of the three broad campaign choices 1-3 or a more specific bullet point within a campaign category. For example, in Campaign 3 the group can decide to focus on changing a festival policy or a school policy.) 4. Ask participants to fill in their worksheets with this information too. 5. Now ask for a volunteer to read each question out loud to the group. After each question, have a brief discussion and try to come up with an answer as a group. Repeat for 1-2 additional top campaign choices. 6. Once all criteria for each potential “solution” have been discussed and the chart has been filled out, notice if there is one campaign that stands out as a clear winner from the rest. This activity should help participants to think through the campaign options and decide which campaign they think is most appealing, realistic, and winnable. If the group is unable to reach a consensus this way, then ask participants to use the four finger voting method to make a final decision on a campaign. 7. Great, now that we’ve selected ______as the campaign we’re going to work on, we can check that step off on our campaign puzzle! (check box or other method on puzzle on flip chart paper to show group’s progress) Suggested Transition Message: We’ve made significant progress together so far and it’s really exciting that we’re now at this critical moment when we have decided on our campaign goal, but we don’t yet know exactly how we’re going to get there. That’s why it’s so important to do campaign action planning, so that we think things through in advance and work effectively. So over the next three weeks (or workshops) we will be learning about why it is important to do action planning, how to develop a campaign action plan, and create our own campaign action plan for the issue we have just chosen.

Page Friday Night Live These materials were produced through the California Friday Night Live Partnership with funding provided by the California Department of Health Care Services. 112 Youth-Led Campaigns to Tackle Alcohol Ads Choosing a Solution Handout Create a grid on flip chart paper like one below. List your problem in the box at the top. Put possible solutions in the highlighted grey boxes. Go through each solution, and assess it by the criteria on the left. Feel free to add new criteria. Use A for Yes, B for Maybe, C for not likely, and ? for We don’t know. Once you’ve scored each solution, look closely at your analysis. What does it say for which solution you should choose?

Problem or Issue:

Possible Action Solutions:

Is it specific?

Will it make a real difference in peoples’ lives?

Is it winnable and achievable?

Is it concrete? Can we see it?

Do we feel comfortable with it?

Can we accomplish it in time?

Does it address the problem and its roots?

Other Criteria?:

Final Choice or Grade:

Materials and Preparation:

• Participants in a circle

Suggested Steps: In a circle, participants each share one thing they are looking forward to about the campaign they have chosen.

Suggested Closing Message:

It’s important to be passionate about a campaign when you’re working on it and I’m glad that all of you are excited to be part of this effort together.

Everyone come closer and put one hand in the middle of the circle. On the count of 3, shout “______” (group’s name).

1, 2, 3.. “______”!!!!! (group’s name – everyone shouts it out)

Page Friday Night Live These materials were produced through the California Friday Night Live Partnership with funding provided by the California Department of Health Care Services. 114 Youth-Led Campaigns to Tackle Alcohol Ads Session 17: Putting a Plan Together (Roadmap Activity page 9-3) Adapted from Planning for the Long Term

Purpose: To break your project into smaller parts and decide who Materials needed: will do what and when. This will help you keep track of tasks and if things are on track. Creating short-term plans is an important • Flip chart paper and necessary introduction to planning concepts. You might have • Sticky notes a solid idea, a clear vision, and a motivated team; however, the • Markers group may need a structured way to explore the specific steps and timing for implementation of its project. • Tape

Time: 60 to 90 minutes

Note: Please also see Appendix A for Timeline Planning and Time Management Tools.

Suggested Steps: 1. As a group complete the “Ready” and “Set” portions of the action plan. −− Ready – what is your issue? −− Set – what specifically are you going to do about it? This is your project idea. −− Go – what needs to happen? 2. Tape a piece of flip chart paper on the wall—write BEFORE at the top. The group is going to brainstorm potential activities that need to happen to get the project underway. 3. Pass out at least 10 sticky notes to each participant. The group brainstorms on sticky notes all the activities they think they need to accomplish. Remind people that a separate sticky note should be used for each activity. 4. Have everyone put up their sticky notes on the BEFORE flip chart paper. At the flip chart, people can cluster similar activities. The facilitator should ask the group if there were any activities that were left out. 5. Now you are ready for the timeline. First decide as a group how long you want the timeline to be (1 month, 4 months, 6 months, a year?–Keep in mind outside deadlines). Use cross marks to note months. 6. Participants take a sticky note that represents a specific activity and put it in a place they think it needs to be. 7. As a group, look at all the tasks arranged on the timeline. See if it makes sense to move tasks around, or add and remove tasks. Use the following questions to help stimulate discussion: −− Do any activities seem out of order? −− Do any activities need more time to be accomplished? −− Are there any activities that should be on this list but aren’t yet? 8. Reserve time in this exercise for group members to assign people to carry out tasks. Write names of participants under the sticky notes.

On Your Mark Group Name______

Contact______Phone______

Email______

Youth Names______

Ready What is your topic or problem you are addressing?: ______(For example: alcohol, tobacco and other drug use; bullying; junk food; or other)

What is the issue or challenge that you want to take on? (For example: decreasing youth access to alcohol; addressing fast food promotion; creating positive school climate; or other)

Set... How are you going to address this? In other words, what specifically are you going to do?

Go! What are the different steps/actions that you will take?

GO: Action or Do We Need Help? What Who will do it? Start End Activity and from Whom or Where? Date? Date?

Resources... Brainstorm all the things or people that will help you do your project successfully.

How will you get to your resources?

Challenges... Brainstorm all the things or people that might stand in your way of doing your project.

How can you overcome your challenges? Who can help you?

Objective: To help the group differentiate between “actions” and Materials needed: “activities“ as they relate to strategic action planning. • Copies of Action vs. Actions help move your group toward its change goals Activity handouts particularly around policy. Activities may involve some of the same people and focus, but they do not help you move forward on policy/change goals.

Time: 30 minutes

Preparation: As the facilitator, make sure you have read through the exercise and have a clear understanding of the difference between action vs activities.

Action planning is a process and a cycle that groups focused on community level change use to meaningfully address a problem, concern or issue they face. Action, in this context, is different than service or charity, and tries to respond to the root causes of a problem. Action focuses on the people with power to change the environment (access, policies, media messages, social norms) rather than providing services or education directly to individuals. Actions build on each other toward achieving a goal. The planning and implementing of actions provides a powerful opportunity for youth to gain valuable skills and knowledge and experience personal growth, even if actions themselves are not successful.

Real change results from Action and lasts for a long time. Actions ensure that changes are in place even after our group moves on to other issues or endeavors. We can work hard to plan many different activities to address the problems in our communities—but doing many different one-time activities can lead to burn out of our best and brightest and doesn’t always help us reach our longer-term goals for community change and meaningful youth leadership.

The Difference Between Action and Activities Activities:

• Focuses on trying to change individuals (behaviors, knowledge, attitudes, beliefs) one person at a time • Typically includes education or awareness-raising as a primary approach • Are short term—they don’t last very long/ are not sustainable • Ineffective in creating long-term change Examples of activities: a presentation on the dangers of alcohol and drugs; a “movie night” to keep kids off the streets and safe from violence Actions:

• Change that lasts beyond the work of your group and your project • Often requires making a demand of someone with the decision-making power to give you what you want. Examples of actions: a Conditional Use Permit for alcohol at all community events, enforcement of the Lee Law

Page Friday Night Live These materials were produced through the California Friday Night Live Partnership with funding provided by the California Department of Health Care Services. 118 Youth-Led Campaigns to Tackle Alcohol Ads Suggested Steps: 1. With your group, discuss the difference between actions and activities. −− Activities, by themselves, are simply opportunities for people who are interested in an issue to do something related to that issue. It could be as simple as listening to a speaker or attending a fundraiser. An activity is marked by a “stand- alone” quality, and does not give people an outlet for getting more involved or taking direct action on an issue. −− An action focuses on attracting people interested in an issue and give them a direction, as well as specific ways to get involved and have an impact. 2. The following pages list of three vignettes per page. In small groups, answer these questions for each vignettes: −− Is this an activity or an action? −− If it is an activity…how would you turn it into an action? 3. Each group can report out on their decisions and rational. 4. Some final de-brief questions may be: −− What should we keep in mind for planning our campaign? −− Why don’t we want to just put down activities in our plan? 5. Before closing out, discuss any final questions about actions or activities. 6. Remember that actions: −− Help you move forward towards goal (are not a stand alone event) −− Engage people strategically −− Have a request or demand behind them

SAMPLE A A local Youth Grants Board invited community members to apply for money to support youth-led projects. After a year, the young people who received grants are invited to attend an awards ceremony. At this celebration, the recipients will speak about their project and talk about why it was important for the youth of the county. There will be food and mingling at the end. Through press releases the media has been invited, and family members are welcome to come.

Is this an activity or action? Why?