The Substance Abuse Prevention Specialist Training

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Prevention Research
The Substance Abuse Prevention Specialist Training
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Prevention Research

• Why study prevention research?
• Evidence-based prevention is the standard of
  accountability in the field
• Prevention theory assists in identifying what
  contributes to substance abuse and how it can be
  prevented
• Results depend on the quality of the research
  that guides prevention

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What is Evidence-based Prevention?

• Based upon research meeting commonly agreed-upon
  criteria of rigor
• Guided by credible and substantiated research
  evaluation
• Principles, strategies and programs that are
  theory-driven, well implemented, and shown to
  have an effect on specific behaviors, or on
  specific risk factors that have been linked to
  them
• (SAMHSAs Prevention Platform online glossary
  and CSAPs Southwest CAPT Community Mobilization
  for Prevention online course glossary)

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Why All the Concern Over Evidence-based
Prevention?

• To use the most effective programs and strategies
• To improve existing programs
• To use limited resources wisely
• To ensure public accountability
• To meet requirements of federal and state
  agencies and private funders

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What Should a Good Theory Do?

• Identify the factors that predict substance abuse
• Explain the mechanisms through which they operate
• Identify the internal and external variables that
  influence these mechanisms, including cultural
  factors
• Predict points to interrupt the course leading to
  substance abuse
• Specify the interventions to prevent onset of
  substance abuse

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Activity
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Risk Protective Factors Theory

• Similar to public health model of disease
  prevention focus on decreasing risk and
  increasing protection
• Risk factors predict substance abuse and
  protective factors can buffer risk factors
• To prevent substance abuse, reduce risk factors
  and increase protective factors throughout a
  childs life

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Risk Protective Factors Theory

• Risk and protective factors
• Can be influenced by individual, family, school,
  and environmental change strategies
• Have a cumulative effect
• Occur in communities, families, schools, and
  individuals and are subject to change

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Risk Protective Factors Theory

• Different adolescent health and behavior problems
  share common risk factors
• Substance Abuse
• Delinquency
• Teen Pregnancy
• School Drop-out
• Violence
• Depression Anxiety

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Criteria for Inclusion as a Risk Factor

• Multiple studies
• Longitudinal
• Predictive

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Community Risk Factors

• Availability of alcohol/other drugs
• Community laws and norms favorable toward drug
  use
• Transitions and mobility
• Low neighborhood attachment and community
  disorganization
• Extreme economic deprivation

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Family Risk Factors

• Family history of substance abuse
• Family management problems
• Family conflict
• Parental attitudes and involvement in drug use

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School Risk Factors

• Academic failure beginning in elementary school
• Lack of commitment to school

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Individual/Peer Risk Factors

• Early and persistent antisocial behavior
• Rebelliousness
• Friends who use drugs
• Favorable attitudes toward drugs
• Early initiation of drug use
• Gang involvement
• Constitutional factors

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Protective Factors

• Individual characteristics
• Bonding
• Healthy beliefs and clear standards

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The Social Development Strategy
Healthy Behaviors
Healthy Beliefs Clear Standards

• Bonding
• Attachment
• Commitment

Opportunities
Recognition
Skills
Individual Characteristics
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ActivityRisk and Protective Factor Sculpture
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Resiliency Approach

• Focuses on how children bounce back in the face
  of adversity
• Is based largely on the work of Emmy Werner
• Includes several factors which foster resilience
  in kids
• Is a promising approach

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Developmental Assets Framework

• Emphasizes strengths in people
• Focuses on youth as resources, not problems
• Focuses on increasing the number of assets
  present in youths lives
• Is a promising framework

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Healthy Behaviors
Succeeds in School Helps Others Values
Diversity Maintains Good Health
Delays Gratification Overcomes Adversity Exhibits
Leadership Resists Danger
Neighborhood Boundaries Equality Social
Justice School Boundaries Integrity
Honesty Responsibility Sense of Purpose Positive
View of Personal Future
Healthy Beliefs Clear Standards
Bonding
Community
Individual/Peer
Caring Neighborhood Religious Community Adult
Role Models Safety
Positive Peer Influence
Family
School
Family Support Positive Family Communication
Bonding to School School Engagement Achievement
Motivation
Skills
Opportunities
Recognition
Community Values Youth Youth Given Useful
Roles Caring School Climate High Expectations
Other Adult Relationships Service to
Others Creative Activities Youth Programs Youth
as Resources Time at Home Parental
Involvement Reading for Pleasure Homework
Personal Power Cultural Competence Family
Boundaries Interpersonal Competence Peaceful
Conflict Resolution Planning Decision
Making Resistance Skills
Individual Characteristics
Personal Control Self-Esteem Restraint
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Three Case Studies in Prevention

• Select a facilitator, a timekeeper, and a
  recorder
• Read the case study assigned to your group
• Determine which risk factors and protective
  factors are at work in your case
• Report back to whole group

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Case Studies

• Is there consensus on which risk factors were
  identified?
• Is there consensus on which protective factors
  were identified?
• How might our values and culture influence which
  factors we see present?

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Caution!

• Purpose of this case study activity
• To begin using the risk factor and protective
  factor language
• To see what risk and protective factors might
  look like in a community
• Risk and Protective Factors are identified in
  communities using a formal assessment
• Section 3 presents a process for assessing the
  levels of risk and protective factors in
  communities
• Data collection and analysis drives the process

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CSAP Principles of Substance Abuse Prevention

• Individual Domain
• Family Domain
• Peer Domain
• School Domain
• Community Domain
• Society/Environmental

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Individual Domain

• Social and personal skill-building using
  interactive techniques
• Cultural sensitivity
• Social and immediate interpersonal consequences
  of use
• Combine knowledge gain with attitude and behavior
  change
• Reach those at highest individual risk
• Incorporate problem identification and referral

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Family Domain

• Address and involve the entire family (parents,
  children, and other caregivers)
• Incorporate parent support networks
• Are culturally appropriate
• Teach parenting skills using interactive
  techniques
• Include retention activities
• Provide family support resources

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Peer Domain

• Structured positive drug free activities and
  contributions to community
• Social and personal skill-building
• Intensive using a variety of approaches
• Communicate and support non-use norms
• Involve youth in program development and delivery
• Incorporate peer-led components

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School Domain

• Combine information dissemination with attitude
  change and social skill-building
• Positive social influences and expectations
• Involve students in program development and
  delivery
• Enhance positive school climate
• Involve parents
• Policies supportive of non-use

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Community Domain

• Integrated, comprehensive prevention strategies
• Control the environment around schools and other
  areas young people gather
• Mentoring and community service
• Community coalitions
• Neighborhood partnerships
• Outcome based programming

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Society/Environmental Domain

• Excise taxes
• Enforcement of minimum purchase age laws
• Use and lose laws. Penalties should not be too
  harsh
• Social marketing and social norming media
  campaigns
• Outlet density

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NIDA Prevention Principles

• Enhance protective factors and reduce risk
  factors
• Address all drugs of abuse
• Address communitys drugs of abuse
• Tailor programs to populations risks and
  characteristics
• Enhance family bonding
• Intervene early

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NIDA Prevention Principles (continued)

• Enhance academic success and social-emotional
  learning grades K-6
• Improve academic and social competence in middle
  school
• Support transition points
• Use multiple strategies in multiple domains
• Promote consistent messages

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NIDA Prevention Principles (continued)

• Retain core elements when adapting programs
• Maintain programs over time
• Use good classroom management practices
• Use effective teaching techniques
• Implement programs that are cost effective

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Enhancing Prevention Programs

• Directions
• Think of a familiar prevention program
• Determine the DOMAIN in which it takes place
• Review the information sheets, Principles of
  Substance Abuse Prevention, NIDA Prevention
  Principles, and Environmental Strategies
• Based on the findings presented in the
  information sheets, make several recommendations
  to enhance the program
• Prepare to share with the group

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Video Environmental Prevention Strategies
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QUESTIONS and DISCUSSION