Title: Student Assistance Programs: History
1Student Assistance Programs History How
they Succeed
- Presented by
- Rob Vincent, Director
- True North--Student Assistance Treatment
Services, ESD113 - Sis Wenger, Exec Director
- National Association four Children of Alcoholics
2Student Assistance Program History
- Student Assistance Programs have their beginnings
rooted in Employee Assistance Programs that
started in the middle of 1970s to address the
growing concern with substance abuse problems in
young people. - Some of the early pioneers include
- Jim Crowley, Community Intervention, Inc 1975
- Ellen Morehouse, Student Assistance Services NY
1977 - Gary Anderson, DePaul Heath Systems, WI 1978
- Ken Winters, University of Minnesota 1985
- Paul Moberg, University of Wisconsin 1985
- Partnership to implement statewide SAP services
by the 9 ESD directors, OSPI and DASA, WA State
1988
3Student Assistance Program History
- Early programs initially dealt with prevention
and intervention for substance abuse problems. - Programs today in many cases focus more widely
and incorporate issues that affect student
achievement and a supportive learning environment
related to substance abuse and dependency. - Most programs deploy a professional to provide
identification referral, screening/assessment
and various types of support groups or continuing
care. - Early programs had intensive training components
(5 day) to aid in the development of school staff
to create support, in recent years competition
for time has reduced teaching staff availability.
4What is a Student Assistance Program?
- Student Assistance Programs typically provide a
comprehensive model for the delivery of K-12
prevention and intervention support services - Student Assistance Programs often utilize a
systems approach of effective practices,
principals, and strategies to respond to student
issues and challenges related to substance abuse
and violence. - Student Assistance Programs in partnership with
parents, students, school resource officers, and
community agencies seek to remove barriers that
impede student success.
5Student Assistance Programs are grounded in
Research!!!
- Prevention Principles and strategies
- SA programming based on need
- Choosing a SAP model the fits the need
- Mapping the programgoals, objectives,
activities, evaluation
6High School Groups of Students with Low Substance
Use and Violent/Delinquent Behavior Have Higher
Academic Achievement
Math
Reading
Q4. Very Above Average Q3. Above Average Q2.
Below Average Q1. Very Below Average3
Groups of high school students with low levels of
substance use scored an average of 33 points
higher on math and groups with low
violent/delinquent behavior scored 31 points
higher on reading on the ITBS than groups with
moderate levels of these behaviors. Moderate
refers to 1-2 violent or delinquent acts in the
past year or having tried alcohol or drugs in the
past month.
Level of Achievement (ITBS)
National Average
Moderate Low
Moderate Low
Degree of Substance Use Behavior
Degree of Violent/Delinquent Behavior
7Middle School Groups of Students with Low
Violence/Delinquency and Substance Use (Attitudes
and Behaviors) Have Higher Academic Achievement
Groups of middle school students with low
involvement in substance use and
violence/delinquency scored an average of 53
points higher on math, 24 points higher on
reading, and 53 points higher on writing on the
WASL than groups with moderate involvement. Moder
ate refers to engaging in 1-2 violent or
delinquent acts in the past year, having ever
tried alcohol or drugs, and endorsing attitudes
favorable to both substance use and
violence/delinquency.
Math
Reading
Writing
Meet Standard Below Standard Very Below
Standard
State Standard
Level of Achievement (WASL)
Moderate Low Moderate
Low Moderate Low
Degree of Violence/Delinquency and Substance Use
8Basic Functions (Milgram 1989)
- Early Identification of problems
- Screening/Assessment
- Intervention
- Referral
- Support Groups
- Case-Management
9Three Types of Prevention
- The Institute of Medicinethe IOMhas
conceptualized prevention using three categories
- Universalthe target population
- Selectivethe target population is a high-risk
group. - Indicatedthe target population is high-risk
individuals.
10The Intervention Spectrum for Behavioral
Disorders
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Source Mrazek, P.J. and Haggerty, R.J. (eds.),
Reducing Risks for Mental Disorders, Institute of
Medicine, Washington, DC National Academy
Press, 1994.
11What makes a good program?
- School systems perform a dual function,
reflecting both community values and attitudes.
They also have an ideal opportunity to help with
the implementation of a system of care for
adolescents (Andersen 1987). - The School setting is the most practical within
which to implement prevention and intervention
programs because of the opportunity to observe
student behavior (Carlson, 1994) - Elementary and Secondary approaches
- Why programs succeed and fail
12Creating a Supportive Learning Environment starts
with
- The recognition that the district has a
responsibility to create and maintain a safe,
civil, and inclusive environment for learning
and teaching. - Acknowledgement and agreement of this by all
members of the educational team is essential to
enhancing academic achievement and increasing
student outcomes.
13Components of a School-Based Prevention and
Intervention Programs
School policies procedures
Physical plant safety, security appearance
regularly assessed
- Partnerships with
- Parents families
- Students
- Law Enforcement
- Fire Departments
- Emergency Medical Services (EMS)
- Emergency Management agencies
- Social services/mental health agencies
Climate of caring, respect, and support is
maintained
Successful Schools
Everyone knows their role in prevention,
intervention, crisis management, and recovery
activities
At Large
Everyone has been trained and is working toward
continuous improvement of the plan.
Financial and staff resources prioritize PI
Successful Students
14Components of a Student Assistance Program
- Policy development and ongoing revision
- Foundation for program success
- Policies and practices which are congruent and
connected to federal and state laws - A comprehensive plan and logic model containing
programs and services aimed at appropriate target
populations, - Joint development and alignment of plans with the
community - A framework for prevention, intervention,
chemical dependency treatment
15Components of a Student Assistance Program
- Staff Development
- Identify training needs
- Successful approaches to training
- Staff development should train and empower
individual school building planning teams to
implement programs and provide awareness to
students regarding services. - Employee Assistance Programs
16Components of a Student Assistance Program
- Referral Process
- Receiving referrals from within the school and
from the community - Referral pathways Analysis
- Confidentiality and student data systems
- County and Community Leaders should be included
in training and planning activities. - The goal is to make certain that community
awareness activities and programs complement each
other and emphasize the understanding of
complementary program development and
implementation
17Components of a Student Assistance Program
- Problem Solving and case Management
- Core Team development/problem solving
teamsfunctions roles, etc - Intervention process
- Keeping statistical data on program activity and
students - Conduct trends analyst
18Components of a Student Assistance Program
- Program awareness
- Marketing the program
- School/Community advisory membership
- Your availability as a professional
19(No Transcript)
20WEB of Influence
- A life domain cannot be viewed as static they
all affect the individual and are affected by the
individuals perceptions and interactions with
others.
21SAMHSA Categories
- Problem Identification Referral
- Student Assistance Programs (Referral and Problem
solving/case management components) - Employee Assistance Program
- Intervention programs associated with
disciplinary offenses, juvenile court complaints,
or DUI convictions - Community Capacity-building
- School-Community team training
- Systematic community planning
- Multi-agency coordination and collaboration
- Community Norms and Policies
- Establishing and periodically reviewing schools
polic8ies pertaining to violence, alcohol,
tobacco and other drug use - Zero tolerance policies used by school, law
enforcement, and juvenile court - Modifying alcohol and tobacco advertising
practices - Merchant and vendor training to prevent underage
access to alcohol
- Information Dissemination
- Clearinghouse/information resource centers
- Resource directories
- Media campaigns public service announcements
- Brochures
- Speakers Bureaus radio/TV appearances
- Information lines
- Education
- Classroom and/or small group sessions
- Peer leader/helper programs (peer conflict
mediation programs) - Bullying programs
- Education support groups for children of
substance abusers, other at high risk of use,
suicide, violence, etc. - Parenting and family management classes
- Alternatives
- Drug-Free dances and parties (Operation
Program/Graduation) - Youth/adult leadership activities
- After-school programs
- Community recreation and drop-in centers
(Boys/Girls Clubs)
22SAP resources
- www.nasap.org
- www.communityintervention.org
- www.nacoa.org
- www.recoveryschools.org
- www.prponline.net
- www.chestnut.org
- www.esd113.k12.wa.us
23Questions?