Region One ESC Clara C

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Substance Use The Tie to Academic Achievement

• Region One ESCClara Cáceres Contreras956-984-612
  5ccontreras_at_esc1.net

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Prevention

• The active process of creating conditions and
  attributes that promote the well-being of
  people.
• -SAMSHA and OJJDP

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Continuum of Care
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Prevention Framework

• Universal Programs reach all of the general
  population (e.g. all students in a grade)
• Selective Programs target groups at risk (e.g.
  COAs or poor school achievers)
• Indicated Programs are designed for individuals
  who exhibit risk-related behaviors (e.g. students
  already experimenting or involved in delinquency)

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Why Prevention Is Important?

• According to a recently published RAND study, the
  cost benefits of Model Prevention Programs far
  outweigh the actual cost of the programs.

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Prevention is Important Because

• Youth who experiment with, and use, Cigarettes at
  an Early Age are more likely than nonsmokers to
  experience a variety of behavior problems by the
  time they reach 12th grade.
• Youth at highest risk often are not only frequent
  and heavy users of tobacco alcohol, but also
  are polysubstance users
• They will develop have high levels of problems,
  such as
• Poor School Performance
• Absenteeism
• Truancy
• Dropout
• Drug use
• Social Functioning
• Criminal Activity
• Physical Health
• Psychological Distress
• Substance Dependence

Science-based Prevention Programs and
Principles, 2002 SAMHSA
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Prevention is Important

• Half of all teensabout 60 report that drugs are
  used, kept, or sold at their schools
• Students at these schools are 3 times more likely
  to use ATOD
• Of those who have tried cigarettes, 86 still
  smoke as seniors
• 83 continue to get drunk as seniors

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Prevention is important

• The more a student uses ATOD, the lower his/her
  GPA
• Alcohol abuse can reduce brain size --the
  hippocampus (responsible for learning and
  memory) shrinks 10
• 3 drinks for a teenager take a far higher toll
  than an older drinker (25 greater impairment)

Prevention Alert CSAP
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The Context of Prevention Today

• Increased Emphasis on Results
• Data-Driven Needs Assessment and Decision-Making
• Use of Scientifically Researched Based Programs
• Unifying Predictive Framework

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Substance Use The Tie to Academic Achievement
A recent study by the Human Services Policy
Center, University of Washington, concluded that

• The level of peer substance use in schools has a
  substantial impact on the academic performance of
  students
• Peer substance use is an important predictor of
  math and reading test scores.
• Thus, the higher the level of peer substance use,
  the lower the math and reading test scores of all
  students not just the substance users

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Substance Use The Tie to Academic Achievement

• Students whose Peers have little or No
  Involvement with Drinking and Drug Use Score
  HIGHER than students whose peers had low level
  drinking or drug use.

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Prevalence of Academic Success by Number of Risk
and Protective Factors
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Public Health Prevention Model
The Prevention of Heart Disease is an example
of Risk and Protection Focused Prevention.

• Protection includes
• Exercise
• Diet high in fruits and vegetables

• Risks include
• Smoking
• High fat diet
• High cholesterol

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A Comprehensive Approach

• Information Dissemination
• Parent Newsletters
• School Assembly
• Prevention Education
• Classroom Lessons
• Booster Sessions
• Integration into District Improvement
• Integration into Curriculum
• Alternatives
• Reinforcement of Skills in After School Program
• Collaboratives Community

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Risk Protective Factors

• Risk Factors
• conditions that INCREASE
• the likelihood of Substance Use/Abuse or Other
  Problems occurring

• Protective Factors
• conditions that Build Resilience to Substance
  Abuse Other Problems can serve to Buffer the
  Negative Effects of Risk

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Comprehensive Prevention Programs

• Prevention Education is Developmentally- based
  instruction for all children and youth from early
  childhood to 12th grade that
• Teaches important skills, such as social skills,
  conflict management skills, problem-solving
  skills
• Promotes a sense of individual responsibility,
  provides information and effective techniques for
  resisting peer pressure
• Addresses the legal, personal, social
  consequences of violent disruptive behavior,
  such as bullying harassment, and/or the legal,
  social, health consequences of ATOD use.

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A Comprehensive Approach

• Problem Identification Referral (SAP)
• Individual Intervention System (Counseling/CIS)
• School-Community Leadership Team All School
  Involvement
• Environmental Strategies Schoolwide
  Expectations, Common Area Expectations,
  Consistent System of Consequences

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Prevention Theory Risk and Protection Focused
Prevention

• There is a link between Risk and Protective
  Factors Youth Behavior.
• Youth High in Risk or Low in Protection are More
  Likely to Engage in Problem Behaviors.
• Risk and Protective Factors Predict Future Youth
  Behaviors Both Positive and Problem Behaviors

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Risk Factors

• Areas in a young persons life to look at
• Community
• Family
• School
• Peers
• Characteristics/Temperament of the Young Person

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Risk Factors
Predict Increased Likelihood of Five Problem
Behaviors

• Alcohol Other Drug Use
• Delinquency
• School Dropout
• Teen Pregnancy
• Violent Behavior

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Protective Factors
Protective Factors Must

1. Buffer the Effects of Risk Exposure
2. Demonstrate Results in Multiple Studies
3. Demonstrate Results in Longitudinal Studies

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Protective Factors

• Healthy Beliefs Clear Standards
• Bonding
• Pro-Social Opportunities
• Competencies Skills
• Reinforcement for Pro-Social Involvement
• Individual Characteristics (Intelligence
  Temperament)

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School Risk Factors

• Academic Failure
• beginning in late elementary grades (4-6),
  Academic Failure Increases the Risk of both Drug
  Use Delinquency
• Lack of Commitment to School
• Surveys of High School Seniors have shown that
  Substance Use is Significantly Lower among those
  who Expect to Attend College than among those who
  do not.
• Factors such as Liking School, spending Time on
  Homework, Perceiving their Coursework as
  Relevant are also Negatively Related to Drug Use.

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School Protective Factors

• Opportunities for Positive Involvement When young
  people are given more opportunities to
  participate meaningfully in important school
  activities and
• Rewards for Conventional Involvement
• When young people are recognized and rewarded for
  their contributions to school, they are less
  likely to be involved in substance abuse engage
  in problem behaviors

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Effective Prevention Programming NIDA Principles

• Principles for School-based programs
• Do the school-based programs reach children from
  kindergarten through high school?
• If not, do they at least reach children during
  the critical middle school or junior school
  years?
• Do the programs contain multiple years of
  intervention?
• Do the programs use a well-tested, standardized
  intervention with detailed lesson plans student
  material?

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Effective Prevention Programming NIDA Principles
Principles for School-based programs

• Do the Programs Teach Resistance Skills through
  Interactive Methods
• (Modeling, Role-Playing, Discussion, Group
  Feedback, Reinforcement)

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Effective Prevention Programming NIDA Principles

• Principles for School-based programs

• Do the Programs Foster Pro-Social Bonding to the
  School and Community?

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Effective Prevention Programming NIDA Principles

• Principles for School-based programs

• Do the programs
• Teach Social Competency (Community,
  Self-Efficacy, Assertiveness) Resistance Skills
  that are Culturally and Developmentally
  Appropriate
• Promote Positive Peer Influence
• Promote Anti-Drug Social Norms
• Include Adequate Number of Sessions

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What Works Substance Abuse Prevention
Key Elements of Effective Substance Abuse
Programs Include

• Help Students Recognize Internal External
  Pressures that Influence them to use ATOD
• Develop Personal, Social, Refusal Skills to
  Resist these Pressures
• Teach that Using ATOD is Not the Norm, even if
  Students Think Everyone is Doing It

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What Works Substance Abuse Prevention
Key Elements of Effective Substance Abuse
Programs include

• Provide Developmentally Appropriate Material and
  Activities
• Use Interactive Teaching Techniques
• Actively Involve the Family Community
• Include Teacher Training and Support contain
  Material that is Easy for Teachers to Implement
  and Culturally Relevant for Students

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What Works Violence Prevention

• Key Elements of Violence Prevention Programs
  include
• Activities Designed to Foster School Norms
  Against Violence, Aggression, Bullying
• Skills Training Based on a Strong Theoretical
  Foundation
• A Comprehensive, Multi-Faceted Approach,
  including Family, Peer, Media, and Community

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What Works Violence Prevention

• Key elements include
• Physical and Administrative Changes to Promote
  Positive School Climate
• Interactive Teaching
• Developmentally Appropriate Interventions
• Teacher Training

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What Does Not Work

• Scare Tactics
• Instructional programs that are Too Brief and Not
  Supported by a Positive School Administration
• Programs that Focus Exclusively on Self-Esteem
• Programs providing Only Didactic Information
  without Helping Students to Develop the necessary
  Refusal Skills

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NCLB Principles

• Principles of Effectiveness
• Comprehensive Approach
• Science Based Programming
• Collaboration

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Principles of Effectiveness

• Assessment of Objective Data regarding Violent
  Behavior and Illegal Drug Use and Conditions that
  produce them.
• Based on established set of Performance Measures
  designed to ensure a Safe, Orderly Drug-Free
  Learning Environment.
• Based on Scientifically-Based Research with
  evidence that the program will Reduce Violence
  and Substance Abuse.

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Principles of Effectiveness

• Based on an Analysis of the Prevalence of Risk
  Protective Factors / Buffers/ Assets.
• Based on Meaningful, Ongoing Input Consultation
  from Parents in the Development Implementation
  of the Plan.

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Needs Assessment and Objective Data

• Collect Data
• Survey Incidence Prevalence, Age of Onset,
  Perception of Health Risk, Perception of Social
  Disapproval, Violent-Related Drug-Related
  Suspensions Expulsions, Disciplinary Referrals,
  etc.

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Needs Assessment and Objective Data

• Analyze Data Collected
• What is the Incidence and Prevalence of Violence
  and Substance Abuse in our district and school?
• Does the Student Data present a Positive or
  Negative picture of the current situation?
• How are students doing Compared to students in
  the state?
• Are Trends heading in the desired direction?

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Risk and Protective Factor Data

• What are the Risk Factors contributing to the
  current situation of our students?
• What Protective Factors have potential to
  Mitigate the Risk Factors present in our current
  situation?
• Are there Sufficient Protective Factors in the
  lives of our children to Offset the Risk Factors?

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Resource Assessment

• What are the Resources Available to our School
  Community to Address Deficiencies found in our
  Needs Assessment?
• Which Risk Factor(s) does the program address?
• How does the program Increase Protective Factors?
• What Age group(s) are served by the program?
• Does the program address the Needs of All
  students or a Targeted Group?
• Is the program of Sufficient Duration and
  Intensity to make a difference in the Targeted
  Behavior?

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Needs Assessment How to Utilize Data

• Problem Observed
• Conflicts occurring among students and between
  students teachers at Anywhere Junior High
  School
• Current Disciplinary Responses are Reactive,
  Time-Consuming, and seem only Marginally
  Effective
• Too much Teacher Time Spent on Intervening rather
  than on Instruction

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Utilizing Data

• Objective Data from the Needs Assessment
• 20 increase in number of fights this year
  compared to last
• More than twice as many weapons confiscated
  compared to last year
• 45 of students noted they did not feel safe at
  school as reported on the YRB survey
• Parent concerns about school safety are
  increasing as reflected on a PTA survey
• 15 increase in assault cases in juvenile court

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Needs Assessment Data

• Risk Factors Targeted for Reduction
• Reduce Alienation and Rebelliousness
• Reduce Rewards for Anti-Social Behaviors

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Needs Assessment Data

• Protective Factors Targeted for Enhancement
• Increase Opportunities Rewards for Positive
  Involvement in School
• Increase Social Self Competency Skills
• Improve Communication Skills
• Enhance Positive Peer Relationships

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Setting Goals/Performance Measures

• Students at Anywhere Junior High School will
  successfully manage and resolve conflict as
  evidenced by a 25 reduction in the number of
  fights and the number of weapons brought to
  school and by a 15 improvement in student,
  teacher, and parent perceptions of school safety
  as measured by the following YRB survey, teacher
  survey, and parent school climate survey.

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Needs Assessment-How to Utilize Data

• Problem observed Administrators teachers at
  City High School have seen an increase in the
  number of students with school performance and
  attendance problems who have been found to have
  alcohol other drug problems, and who express a
  lack of commitment to school.

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Utilizing Data

• Objective Data from Needs Assessment
• 2005 YRB survey found increased levels of alcohol
  use among 10th and 12th graders (also higher than
  the state average)
• The percent of 10th graders who reported it is OK
  to drink alcohol increased from 40 to 52
  between 2001-2003
• 22 increase in the current school year of
  alcohol-related offenses at school and
  school-sponsored events
• Increase of 20 over the last three years in the
  number of drug-related suspensions and expulsions
• 25 increase in vandalism within the community
  (data from juvenile court referrals)

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Needs Assessment Data

• Risk Factors Targeted for Reduction
• Delay initiation of alcohol use (age of onset)
• Reduce the number of friends who use
• Decrease favorable attitudes toward use

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Needs Assessment Data

• Protective Factors Targeted for Enhancement
• Increase social skills
• Increase opportunities rewards for positive
  involvement in school the community

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Setting Goals/Performance Measures

• By June, 2007, students at City High School will
  report a 25 reduction in reported alcohol use by
  10th graders, increase by 15 the 12th graders
  reporting that they have never used alcohol, and
  decrease by 15 the number of alcohol-related
  suspensions and expulsions.

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Steps to Programming Addressing Risk and
Protective Factors

• Define a Population
• Assess Needs Assess Levels of Risk, Protection,
  Behavior for the Targeted Population
• Individuals
• Families
• Peers
• Schools
• Communities

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Steps to Programming Addressing Risk and
Protective Factors

• Develop a Comprehensive Program to address the
  District/School Goals, Using Science-Based
  Programs Practices
• Focus on All Levels of Risk with Special
  Attention to those with High Risk Low Protection

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Steps to Programming Addressing Risk and
Protective Factors

• Address Attitudes Norms
• Strengthen Skills Critical Thinking,
  Communications, Social Competency
• Ensure the Strategies are Appropriate for the
  Population Addressed

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Steps to Programming Addressing Risk and
Protective Factors

• Strengthen Social Bonding with programs that
  strengthen Caring Relationships, provide Mentors
• Reduce Risk and enhance Protection in Families by
  Strengthening Families
• set rules
• clarify expectations
• monitor behavior
• provide support
• model positive behavior

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Community Risk Factors
Substance Abuse
Adolescent Problem Behaviors
School Drop-Out
Teen Pregnancy
Delinquency
Violence
Availability of Drugs

Availability of Firearms
Community Laws and Norms Favorable to Drug use,
Firearms And Crime
Media Portrayals of Violence
Transitions and Mobility
Low Neighborhood Attachment And Community
Disorganization
Extreme Economic Deprivation
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Family Risk Factors
Substance Abuse
School Drop-Out
Adolescent Problem Behaviors
Teen Pregnancy
Delinquency
Violence
Family History of the Problem Behavior
Family Management Problems
Family Conflict
Favorable Parental Attitudes And Involvement in
the Problem Behavior
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Peer Individual Risk Factors
Substance Abuse
School Drop-Out
Adolescent Problem Behaviors
Teen Pregnancy
Delinquency
Violence
Early persistent antisocial behavior

Rebelliousness
Friends who engage in the problem behavior
Gang involvement
Favorable attitudes toward the problem behavior
Early initiation of the problem behavior
Constitutional factors
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School Risk Factors
Adolescent Problem Behaviors
Substance Abuse
School Drop-Out
Teen Pregnancy
Delinquency
Violence
Academic Failure Beginning In Late Elementary
School
Lack of Commitment To School
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Increasing Resiliency Protective Factors

• Responsiveness
• Ability to assert oneself
• Empathy Caring
• Humor
• Autonomy
• Social Competence
• Interdependence
• Problem Solving Skills
• Sense of Purpose Future
• Positive Identity
• Self Efficacy Task Mastery
• Self Awareness
• Adaptive Distancing from Negative Messages
  Conditions

• Pro-social Bonding
• Asking Receiving Caring Support
• Intimacy Trust
• Critical Creative Thinking
• Ability to Plan
• Ability to Generate Alternatives
• Normative Beliefs
• Goal Direction
• Educational Aspirations
• Pro-Social Ideals/Achievement Motivation
• Personal Commitment
• Faith/Spiritual Connectedness
• Environmental Factors
• Caring Relationships
• Opportunities for Participation Contribution
• High Expectation Messages

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Major Messages (Kid, Youth, Play, Parent Faith
Connection) Rainbow Days, Inc

• I Am likeable, capable, unique and valued.
• I Can treat others like I want to be treated.
• I Have strengths, capabilities and people who
  care about me.
• I Will make healthy choices and be alcohol,
  tobacco and drug free.
• I Believe I have a purpose.

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The Assets Are Grouped Into Eight Categories
1. SUPPORT 2. EMPOWERMENT 3. BOUNDARIES and
EXPECTATIONS 4. CONSTRUCTIVE USE OF
TIME 5. COMMITMENT TO LEARNING 6. POSITIVE
VALUES 7. SOCIAL COMPETENCIES 8. POSITIVE IDENTITY
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Protecting Youth From High-Risk Behaviors
Assets have tremendous power to protect youth
from many different, harmful or unhealthy
choices. To illustrate, this chart shows that
youth with the most assets are least likely to
engage in four different patters of high-risk
behavior. The same kind of impact is evident
with many other problem behaviors, including
tobacco use, depression and attempted suicide,
antisocial behavior, school problems driving and
alcohol, pregnancy, runaway and gambling.
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Promoting Positive Attitudes and Behaviors
In addition to protecting youth from negative
behaviors, having more assets increases the
chances that young people will have positive
attitudes and behaviors, as this chart shows.
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From Risk To Resiliency
Kids can walk around trouble,if there is
someplace to walk to, and someone to walk
with.

From Urban Sanctuaries by Milbrey W. McLaughlin,
et al