environmental strategies in prevention presentation

Environmental strategies in prevention 2016

IntroductionFind a partner and answer the following four questions:

What is your name?What city/county do you live in?Which organization/school do you work for/attend?Discuss one cool thing about you and/or your organization/school.

Contact information:

Name: Joshua S. Greer, M.Ed., CHE, CPS IIEmail: contractedservices15@gmail.comPhone: (731)336-7040

Strategic Prevention Framework

Public Health Questions

ACTIVITY – 1Get into groups of 3.In your group of 3, answer the following questions:What were some of the messages you received about substance abuse when you were growing up?What types of prevention programs do you recall learning about or participating in? What were the messages delivered in these programs?How do these experiences affect your attitude and current approach to addressing substance use?Assign someone to report out.

The frog or pond?

The frog or pond?“If the frogs in a pond started behaving strangely, our first reaction would not be to punish them or even to treat them. Instinctively, we'd wonder what was going on in the pond. We need to take this same approach when considering harmful patterns of substance use [or other problem behaviors].”

Risk Factor

A characteristic at the biological, psychological, family, community, or cultural level that precedes and is associated with a higher likelihood of problem outcomes.

Protective FactorA characteristic at the individual, family or community level that is associated with a lower likelihood of problem outcomes.

Risk Factors In a group of 3, think of 6 factors that could put a person at risk for substance abuse—either individual characteristics or factors related to family, or school/community.

Each group will summarize and report out.

Examples of evidence-based risk factors for underage drinking

Protective FactorIn a group of 3, think of 6 factors that protects a person from risk of substance abuse—either individual characteristics or factors related to family, or school/community.

Each group will summarize and report out.

Morning BreakYou have 15 minutes. Go!

Did you know…?

People whose household incomes were below (or near) the federal poverty level had a substantially higher prevalence of smoking compared to people with more income.

Males have suicide rates almost four times as high as females. Racial/ethnic minorities (except Asian) continue to experience a

disproportionate burden of HIV diagnoses. Current alcohol use among youth aged 18-20 is almost 50%, even though

alcohol consumption is illegal under age 21.

Introduction to Strategic Prevention Framework

Identify an activity in your everyday life, work, or school that incorporates ALL five steps of the SPF.

Write down what you did for each of the five steps: Assessment

Capacity Planning

Implementation Evaluation

Discuss responses with the large group.

Step 1: AssessmentWhat? – What substance abuse and other behavioral problems need to be addressed?Who? – Who will the intervention(s) focus on? Will it be everyone or a specific population group?When? – When in the lifespan—or at what specific developmental stage—is the population group that the interventions focus on (e.g. adolescence, young adulthood).Where? – Where should the interventions take place? Prevention takes place in multiple contexts that influence health and where risk and protective factors can be found—in families, communities, and society.Why? – Why are these problems occurring? This refers to the risk and protective factors.How? – How do we do effective prevention? This refers to a planning process—the Strategic Prevention Framework—that will be used to determine what prevention and wellness interventions will be most effective for a specific population group.

Step 1 is sometimes referred to as a needs assessment.

What to Assess?

Logic Model I

Resources and Readiness

Risk and Protective

Factors

Problems and Related Behaviors

Interventions

Consequences and

Consumption

Intervening Variables /

Causal Factors

Interventions /Strategies

Logic Model II

Assessment QuestionsTo change a problem, we must first understand it. Only then can we identify the best way to solve it. Gathering data on substance use and its associated problems will help us understand it. The data we gather will help to answer the following questions: What are the problems and related behaviors that are occurring in the

community? How often are the problems and related behaviors occurring? Where are the problems and related behaviors occurring? Which populations are experiencing more of the problems and related

behaviors? (relate this back to health disparities)

Types of DataQuantitative:Shows how often an event/ behavior occurs or to what degree it exists

Qualitative:Explains why people behave or feel the way they do

Give me some examples of both.

Collecting dataAs a group, list three challenges that your organization has with data collection.

Where do I find localized data?

Tips to Remember about Data

Examining Data: Make Comparisons

How to choose what to address..

Review Logic Model

Lunch! You have one hour to grab something to eat.

Step 2: Capacity

Resources In a group, list six resources that your community has.

We can give

money.

We have a university in

our community

I am Latino and know my community

well.

Building Capacity: Engage StakeholdersWho are your stakeholders? Make a list of your “homerun” hitters.How are they involved in the coalition?Do they participate in every meeting or organizational activity?

Building Capacity: Raise AwarenessGet in your groups, with each person assigned a specific stakeholder or sector.Answer the following questions about your stakeholder/sector: What information would the stakeholder/sector need to know to increase

their awareness of the problem and improve their level of readiness? (e.g., data on the problem, information about prevention)

How would you get information to the stakeholder/sector? (e.g., public event, flyer, media, social media)

When would you get information to the stakeholder/sector? (e.g., when new data about the problem is available, when resources are needed)

Building capacity involves..

So, what does that look like?

Application Now, get into your groups, with each person assigned to one of the following:

Assess your community’s

o behaviors and related problems

o risk and protective factors

o capacity or “readiness and resources”

Now, as a group, write a 30-second elevator speech for your assessment task.

Culture Competence

How do you define culture?

Culture Competence Elements of Culture Norms

Values

Beliefs

Symbols

Practices

Cultural Iceberg

ACTIVITY – Cultural Competence

Examples of Different Interventions

Effectiveness: Is It Evidence-Based?

Conceptual Fit: Is It Relevant?

A Comprehensive Prevention Plan

Review: Data-Driven Decision-Making

Afternoon break!You have 15 minutes.

ACTIVITY – Sustainability Each group is assigned one of the three keys to sustainability:

o Build community supporto Enhance organizational capacity

o Ensure effectiveness

As a group, determine the following:

o What does your “key” have to do with sustainability?

o Give an example of that “key”.

Key: Build Community Support

Key: Ensure Effectiveness

What Does Implementation Involve?

Mobilize Support and Build Capacity

Implementation of Evidence-Based Interventions

Sample Action PlanIntervention: Party Patrols

Logic Model III: Underage Drinking

Who can name these three businesses?

Environmental strategiesYou have an unlimited amount of resources. How would you distribute your product?

Thank you!

Questions or comments? Contact information:

Name: Joshua S. Greer, M.Ed., CHE, CPS IIEmail: contractedservices15@gmail.comPhone: (731)336-7040

References 1 Substance Abuse and Mental Health Services Administration. (2011). Leading change: A plan for SAMHSA’s role and actions 2011–

2014 (HHS Publication No. (SMA) 11-4629). Rockville, MD: Author.2 National Prevention Council. (2011). National prevention strategy: America’s plan for better health and wellness. Washington, DC: U.S.

Department of Health and Human Services, Office of the Surgeon General.3 Substance Abuse and Mental Health Services Administration. (2011). Leading change: A plan for SAMHSA’s role and actions 2011-2014 (HHS

Publication No. (SMA) 11-4629). Rockville, MD: Author.4 Substance Abuse and Mental Health Services Administration. (2011, September 15). About SAMHSA’s wellness efforts [Website].

Retrieved from http://www.promoteacceptance.samhsa.gov/10by10/default.aspx; Swarbrick, M. (2006). A wellness approach. Psychiatric Rehabilitation Journal, 29,(4) 311–314

5 National Research Council and Institute of Medicine. (2009). Preventing mental, emotional, and behavioral disorders among young people: Progress and possibilities (O’Connell, M. E., Boat, T., & Warner, K. E., Eds.). Washington, DC: National Academies Press.

6 World Health Organization. (n.d.) Health promotion [Website]. Retrieved from www.who.int/topics/health_promotion/en7 National Research Council and Institute of Medicine. (2009). Preventing mental, emotional, and behavioral disorders among young people:

Progress and possibilities (O’Connell, M. E., Boat, T., & Warner, K. E., Eds.). Washington, DC: National Academies Press.8 National Research Council and Institute of Medicine. (2009). Preventing mental, emotional, and behavioral disorders among young people:

Progress and possibilities (O’Connell, M. E., Boat, T., & Warner, K. E., Eds.) (p. 68). Washington, DC: National Academies Press.9 National Research Council and Institute of Medicine. (2009). Preventing mental, emotional, and behavioral disorders among young people:

Progress and possibilities (O’Connell, M. E., Boat, T., & Warner, K. E., Eds.) (p. 69). Washington, DC: National Academies Press. 10 National Research Council and Institute of Medicine. (2009 Preventing mental, emotional, and behavioral disorders among young people:

Progress and possibilities (O’Connell, M. E., Boat, T., & Warner, K. E., Eds.). Washington, DC: National Academies Press.

Continued..National Research Council and Institute of Medicine. (2009). Preventing mental, emotional, and behavioral disorders among young people:

Progress and possibilities (O’Connell, M. E., Boat, T., & Warner, K. E., Eds.) (p. 66). Washington, DC: National Academies Press.12 National Research Council and Institute of Medicine. (2009). Preventing mental, emotional, and behavioral disorders among young people:

Progress and possibilities (O’Connell, M. E., Boat, T., & Warner, K. E., Eds.) (p. 66). Washington, DC: National Academies Press.13 National Research Council and Institute of Medicine. (2009). Preventing mental, emotional, and behavioral disorders among young people:

Progress and possibilities (O’Connell, M. E., Boat, T., & Warner, K. E., Eds.) (p. 66). Washington, DC: National Academies Press.14 National Research Council and Institute of Medicine. (2009). Preventing mental, emotional, and behavioral disorders among young people: Progress and

possibilities (O’Connell, M. E., Boat, T., & Warner, K. E., Eds.). Washington, DC: National Academies Press.15 Substance Abuse and Mental Health Services Administration. (2012). SAMHSA's Working Definition of Recovery. Rockville, MD: Substance Abuse and

Mental Health Services Administration. Retrieved from http://store.samhsa.gov/product/SAMHSA-s-Working-Definition-of-Recovery/PEP12-RECDEF 16 Miles, J., et al. (2010). A public health approach to children’s mental health: A conceptual framework. Washington, DC: Georgetown University

Center for Child and Human Development, National Technical Assistance Center for Children’s Mental Health.17 National Research Council and Institute of Medicine. (2009). Preventing mental, emotional, and behavioral disorders among young people:

Progress and possibilities (O’Connell, M. E., Boat, T., & Warner, K. E., Eds.) Washington, DC: National Academies Press. 18 Committee for the Study of the Future of Public Health, Division of Health Care Services. (1988). The Future of Public Health. Washington, DC: The

National Academies Press.19 National Research Council and Institute of Medicine. (2009). Preventing mental, emotional, and behavioral disorders among young people:

Progress and possibilities (O’Connell, M. E., Boat, T., & Warner, K. E., Eds.) (p. 81–82). Washington, DC: National Academies Press.