PUTTING PREVENTION RESEARCH TO PRACTICE

1
PUTTING PREVENTION RESEARCH TO PRACTICE

• Prepared by
• DMHAS Prevention, Intervention Training Unit,
  9/27/96
• Karen Ohrenberger, Director
• Dianne Harnad, Prevention Program Supervisor
• Carol Meredith, Primary Prevention Services
  Coordinator
• Karen Charette, Health Program Assistant

2
PREVENTION

• Prevention promotes constructive lifestyles that
  discourage drug abuse and promotes development of
  social environments that facilitate drug-free
  lifestyles.
• Prevention is designed to prevent or delay the
  age of first use of alcohol, tobacco and other
  drugs and fosters the involvement among all
  segments of community and major societal systems.

Prepared by Prevention, Intervention Training
Unit, 6/19/96
3
NIMH Prevention Continuum
Universal Interventions - designed for reception
by all segments of the population (PSA
school/parent curriculum community awareness
alternative activities known as primary
prevention). Selected Interventions - directed
towards populations characterized by
epidemiologically established risk factors (high
risk youth, children of substance abusers, etc.
early intervention). Indicated Interventions -
strategies designed to reverse, in specific
individuals, an already initiated pathogenic
sequence (secondary prevention or intervention).
4
Best Practices in Prevention

• Research Conceptual Framework
• Accuracy, Efficacy Credibility of Approach
• Needs Assessment
• State-of-the-Art
• Goals Objectives
• Outcome Process Evaluation
• Comprehensive Approach
• Integrates Overall Health Promotion
• Community Involvement Ownership
• Long-Term Commitment
• Replicability

5
Prevention Research
Silver bullet, one size fits all, for prevention,
does not work! Research indicates that drug use
and abuse have multiple causes, pathways, and
correlates (Jones Battjes 1985). Risk factor
research for drug use onset and progression to
abuse has provided a theoretical basis for
designing prevention programs.
6
Risk Protective Factors

• Research has identified factors in each of
  these domains that increase the likelihood of
  someone developing a disorder (risk factors) as
  well as factors that decrease the likelihood
  (protective factors).

7
Risk Factors

• SCHOOL
• Lack of student involvement
• Availability of drugs

• FAMILY
• Family Management Problems
• Family history/drug use

• COMMUNITY
• Lack of social networks
• Lack of youth involvement

• PEERS
• Isolations
• Favorable attitudes toward drug use

8
Protective Factors

• FAMILY
• Close bond with child
• Clear expectations

• SCHOOL
• Goal setting mastery
• Parental involvement

• COMMUNITY
• Laws supporting non-use
• Access to resources

• PEERS
• Drug free activities
• Respect authority

9
Prevention Research Findings

• Effective programs target all forms of drug use
  and are age appropriate and culturally
  appropriate.
• Long-term, enduring programs have more impact on
  those most at risk for drug use and abuse.
• More intensive, and earlier, prevention efforts
  must be used with the higher the level of risk
  target group.

10
Prevention Research Findings (continued)

• Community programs that include media campaigns
  and policy changes are strengthened with parallel
  school and family interventions.
• Communities need to assess and strengthen social
  norms against drug use in any interventions
  developed.
• School programs should include skills to resist
  drug offers, social competency skills (including
  communications and assertiveness), and normative
  education designed to correct students
  misperceptions about their peers drug use.

11
Prevention Research Findings (continued)

• Childrens programming should include parents or
  caregivers component.
• Family focused prevention efforts have a greater
  impact than parent-focused or child-focused
  strategies.
• Schools offer opportunities to reach all
  populations including children with behavior
  problems or learning disabilities.

12
Seven Components of Effective Prevention Program
for High-Risk Youth
Early Sustained Intervention Over
Time Individual Attention, Assuring Attachment
of High-Risk Youth to a Responsible, Caring
Adult Focus on the Acquisition of Basic
Cognitive Skills Provision of Social Life
Skills Training to Promote Social Competency
Resistance to Peer Influence Involvement of
Youth in Decision Making Exposure to the World
of Community Work Involvement of Parents
through Home Visits, Provision of Services
Concern for their Basic Needs Staff Development
for all Levels of Care Takers (teachers, social
workers, case aides, etc.) to Understand Child
Adolescent Development Cultural Differences
13
Prevention Principles for Community Programs

• A comprehensive prevention program includes
  components for the individual, the family, the
  school, the media, community organizations, and
  health providers.
• Media Public Education strategies are used to
  increase public awareness, attract community
  support, reinforce school-based curriculum, and
  keep the public informed.
• Program components should be coordinated with
  other community efforts to reinforce prevention
  messages.
• Interventions should be designed to reach
  different at-risk populations.
• Programs should follow a structured plan that
  progresses from needs assessment through
  planning, implementation, and review.
• Objectives and activities should be specific,
  time-limited, feasible, and integrated to work
  together across program components.