George Mason UniversityVision Lecture Series

April 30, 2007

LEGACY OF LIFE:LEGACY OF LIFE:CREATING HEALTHY FUTURESCREATING HEALTHY FUTURES

Obesity: An Obvious Issue

Obesity is one of many health issues that is obvious. A dramatic illustration of the growth of obesity in the United States is found with year-by-year documentation of the extent of obesity in each state. The slides show the percent of the population in each state that is obese. The growth of obesity is continuous and large, with marked changes found each year.

For the full set of slides, go to www.cdc.gov

1995

Obesity Trends* Among U.S. AdultsBRFSS, 1990, 1995, 2005

(*BMI 30, or about 30 lbs overweight for 5’4” person)

2005

1990

<10% 10%–14% 15%–19% 20%–24% 25%–29% ≥30%

Drug and Alcohol Abuse: A More Hidden Issue

Drug and alcohol abuse is well-documented, although the nature and scope of the associated problems are not as obvious. Many youth and young adults use drugs and/or alcohol on a regular and irregular basis. One major concern is the extent of drug/alcohol use among very young youth. Another major concern is with the lack of reduction of heavy drinking among college students.

Research findings are found with the National Clearinghouse for Alcohol and Drug Information (see ncadi.samhsa.gov/).

0

5

10

15

20

25

30

35

40

45

50

8th 10th 12th

Grade

Pe

rce

nt

Us

ing

in P

as

t M

on

th

Alcohol

Cigarettes

Marijuana

Alcohol is the Substance of Choice Among Adolescents

Source: Monitoring the Future, 2003

Youth drink less frequently than adults, Youth drink less frequently than adults, but drink more per occasionbut drink more per occasion

Source: SAMHSA National Survey on Drug Use and Health, 2002

2.67

4.79

8.91

4.87

0

2

4

6

8

10

Youth Adults

Drinks per Occasion Drinking Days per Month

(12-17) (26 and older)

PerspectivesPerspectives

0

20

40

60

80

100

Year

Per

cent

of S

tude

nt U

se

Heavier Drinking Use in Last 30 Days

College Student Drinking Patterns Monitoring the Future

Drug and Alcohol Abuse: Collegiate Needs

The nature of alcohol-related problems on college campuses is well-documented. These findings demonstrate that alcohol is involved with a wide variety of campus problems, from property damage and personal injury to emotional difficulty and student attrition. Of major concern is that the extent of alcohol involvement has not changed significantly over the past two decades.

Further detail about the nature of campus problems is found with the College Alcohol Survey results (www.caph.gmu.edu); the U.S. Department of Education’s Higher Education Center on Alcohol and Other Drug Abuse and Violence Prevention has further documentation and resources (www.edc.org/hec).

Alcohol's Involvement With Campus Behaviors: 2006

49

55

57

58

0 20 40 60 80 100

Campus Property Damage

Campus Policy Violation

Residence Hall Damage

Violent Behavior

Mean Percentages

Alcohol's Involvement: Campus Property Damage

0

10

20

30

40

50

60

70

80

90

100

1985 1988 1991 1994 1997 2000 2003 2006

Mea

n Pe

rcen

tage

s

Alcohol's Involvement: Violent Behavior

0

10

20

30

40

50

60

70

80

90

100

1985 1988 1991 1994 1997 2000 2003 2006

Mea

n Pe

rcen

tage

s

Alcohol's Involvement: Student Attrition

0

10

20

30

40

50

60

70

80

90

100

1985 1988 1991 1994 1997 2000 2003 2006

Mea

n Pe

rcen

tage

s

Drug and Alcohol Abuse: Collegiate Strategies

Strategies to address alcohol abuse on college campuses are based primarily upon the need for a comprehensive approach; this includes policies, programs, services, training, staffing, evaluation and more. Noteworthy is the fact that whether or not alcohol is permitted on college campuses has not changed in 25 years; what has changed are the conditions surrounding its use.

Further information about campus-based data is found with the College Alcohol Survey (www.caph.gmu.edu). Resources for preparing a comprehensive campus program are found with Promising Practices: Campus Alcohol Strategies (www.promprac.gmu.edu) as well as with the U.S. Department of Education’s Higher Education Center for Alcohol and Other Drug Abuse and Violence Prevention (www.edc.org/hec).

Alcohol Permitted On Campus

0

10

20

30

40

50

60

70

80

90

100

1979 1982 1985 1988 1991 1994 1997 2000 2003 2006

Perc

enta

ges

ofAf

firm

ativ

e Re

spon

ses

Alternative Beverage Required When Alcohol Is Served

0102030405060708090

100

1979 1982 1985 1988 1991 1994 1997 2000 2003 2006

Per

cent

ages

of

Aff

irm

ativ

e R

espo

nses

Designated Alcohol/Substance Abuse Educator Or Specialist

0

10

20

30

40

50

60

70

80

90

100

1979 1982 1985 1988 1991 1994 1997 2000 2003 2006

Perc

enta

ge o

f Affi

rmat

ive

Resp

onse

s

$13,435 $13,168

$12,344 $12,493

$20,233 $14,985

$21,807 $16,512

0 10,000 20,000 30,000 40,000

Dollars

1997

2000

2003

2006

Alcohol/SubstanceAbuse (ExcludingPersonnel)

Other WellnessFunding

Annual Funding For Alcohol/Substance AbuseIn 2006 = 56.91% of Wellness Funding

Wellness Funding = $ 38,319

Location For Resources

0

10

20

30

40

50

60

70

80

90

100

1979 1982 1985 1988 1991 1994 1997 2000 2003 2006

Per

cent

ages

of

Aff

irm

ativ

e R

espo

nses

Focus Period Of Time ForAlcohol Education/Prevention

0

10

20

30

40

50

60

70

80

90

100

1979 1982 1985 1988 1991 1994 1997 2000 2003 2006

Per

cent

age

of A

ffir

mat

ive

Res

pons

es

Group Counseling Experience For Problem Drinkers

0

10

20

30

40

50

60

70

80

90

100

1979 1982 1985 1988 1991 1994 1997 2000 2003 2006

Per

cent

age

of A

ffir

mat

ive

Res

pons

es

Support Group For Those Negatively Affected By An Alcoholic

0

10

20

30

40

50

60

70

80

90

100

1979 1982 1985 1988 1991 1994 1997 2000 2003 2006

Per

cent

age

of A

ffir

mat

ive

Res

pons

es

www.promprac.gmu.edu

PROMISING PRACTICES: PROMISING PRACTICES: CAMPUS ALCOHOL STRATEGIESCAMPUS ALCOHOL STRATEGIES

A variety of resources have beendeveloped to assist college and university leaders in their effortsto implement comprehensiveefforts on their campuses. The Sourcebook includes programs ofexcellence; the Action Planneroutlines eight steps for strategicplanning. The Task Force Planner provides an overall framework.

• Policies & Implementation

• Curriculum

• Awareness & Information

• Support & Intervention

• Enforcement

• Assessment & Evaluation

• Training

• Staffing & Resources

Components

Groups

• Campus Leadership

• Coordinator

• Health and Counseling

• Student Life

• Police and Security

• Faculty

• Residence Life

• Student Government

• Student Groups

• Community

InstitutionalizeInstitutionalize

CoordinateCoordinate

Articulate and MarketArticulate and Market

Prioritize ActionPrioritize Action

Clarify Needs and Assess ResourcesClarify Needs and Assess Resources

Set Vision and GoalsSet Vision and Goals

Determine Guiding PrinciplesDetermine Guiding Principles

Establish a Task ForceEstablish a Task Force

Action Planner: Steps for DevelopingA Comprehensive Campus

Alcohol Abuse Prevention Program

www.promprac.gmu.edu

Drug and Alcohol Abuse: High School Efforts

High schools are an important part of a community’s efforts to address drug, alcohol and tobacco use among youth. The nature and extent of school-based efforts is documented with results from the Virginia Secondary School Substance Abuse Survey. These results demonstrate the limited effort provided to address these health issues in an organized, orchestrated manner. It is important to note that policies, programs and services are also important in the middle and elementary school settings, as well as in the larger community setting.

Further details of the Virginia study are found at www.caph.gmu.

Instructional Hours on Substance Abuse:Instructional Hours on Substance Abuse: Grade 11Grade 11

0%

10%

20%

30%

40%

50%

60%

0 hrs 1-5hrs

6-10hrs

90 hrs

Instructional hours per year, among respondents in Virginia public secondary schools, 2006.

Instructional Hours on Substance Abuse:Instructional Hours on Substance Abuse: Grade 12Grade 12

0%

10%

20%

30%

40%

50%

60%

0 hrs 1-5 hrs 6-10 hrs 45 hrs

Instructional hours per year, among respondents in Virginia public secondary schools, 2006.

Changes in last 3 years in Changes in last 3 years in Drinking BehaviorDrinking Behavior

0%10%20%30%40%50%60%70%80%90%

Usealcohol

HeavyDrinking

Drinkingto getdrunk

Increase

No Change

Decrease

Changes in last 3 years in use of Changes in last 3 years in use of Tobacco and DrugsTobacco and Drugs

0%

10%

20%

30%

40%

50%

60%

70%

Tobaccco Marijuana OtherDrugs

IncreaseNo ChangeDecrease

Changes in past 3 years in Student Changes in past 3 years in Student Acceptance of Non-UseAcceptance of Non-Use

0%10%20%30%40%50%60%70%80%90%

Alcohol Tobacco Marijuana OtherDrugs

Increase

No Change

Decrease

Drug and Alcohol Abuse: Understanding the Dilemma

A range of studies have been prepared to understand why limited changes are found with the use of drugs or alcohol by youth or young adults. Recent efforts are found to address underage drinking, and a substantive study of high-risk drinking among college students was done. These provide insights, yet have limitations inherent in their foundations.

Brief insights are found with a “Policy Watch” article, available at www.caph.gmu.edu. Specific reports are found with the National Institute on Alcohol Abuse and Alcoholism (see www.collegedrinkingprevention.gov) as well as with the National Academy of Sciences (see http://www.nationalacademies.org/)

The 3-in-1 FrameworkThe 3-in-1 Framework

Life Health Planning

Important for reducing the use of drugs or alcohol by youth and young adults is attention to the reasons why they drink or use drugs. If efforts to address the ‘root causes’ of substance abuse are not implemented, it is not surprising to find limited changes in usage patterns. While the variety of strategies in a comprehensive approach are necessary, they are not sufficient. Current strategies, addressing primarily the symptoms of use, should be complemented by those that address the root causes.

Root causes of substance abuse were identified during a national ‘think-tank’ process; this resulted in the specification of seven life health themes. The “Percolate Up Model” illustrates the context of current efforts. The Life Health Pyramid promotes the seven life health planning themes, and COMPASS provides specific strategies.

The “Percolate Up Model”The “Percolate Up Model”

The Life Health Pyramid

OPTIMISM

VALUES

SELF-CARE

RELATIONSHIPS

COMMUNITY

NATURE

SERVICE

COMPASS: A Roadmap to Healthy LivingCOMPASS: A Roadmap to Healthy Living ‘brings to life’ the seven ‘brings to life’ the seven life health principles with detailed application of 31 specific life health life health principles with detailed application of 31 specific life health issues. issues.

Each topic has a short essay of key points, a reflection worksheet, a Each topic has a short essay of key points, a reflection worksheet, a planning worksheet, and links to local and national resources. planning worksheet, and links to local and national resources.

The CD is distributed to all first-year students at George Mason The CD is distributed to all first-year students at George Mason University, and is reinforced throughout the year with the “Transition University, and is reinforced throughout the year with the “Transition Times” e-newsletter. Students are encouraged to engage in Times” e-newsletter. Students are encouraged to engage in discussions and personal planning activities to actualize their own discussions and personal planning activities to actualize their own future success. future success.

Making Change

Change with drug and alcohol abuse is a reasonable expectation; similarly, change with obesity and other health issues are reasonable expectations. Central to substantive change are all three components of the Pyramid of Success: Competence, Confidence, and Commitment. Attention to the root causes of these health issues is central, and the seven life health principles are valuable for these issues as well as for general overall well-being and healthy living. Also helpful are theoretical frameworks, such as the Stages of Change Model and the Health Belief Model. Further assistance can be provided by the establishment of grounded standards and frameworks that draw upon and blend a wide range of guidelines from various perspectives.

LEGACY OF LIFE:LEGACY OF LIFE: Creating Healthy FuturesCreating Healthy Futures

George Mason UniversityCenter for the Advancement of Public Health

MS 1 F 5Fairfax, VA 22030

703-993-3697

www.caph.gmu.educaph@gmu.edu

For more information about LEGACY OF LIFE: Creating Healthy Futures and a more detailed slide show, visit www.caph.gmu.edu

Prepared byPrepared byDavid S. Anderson, Ph.D.David S. Anderson, Ph.D.

Professor of Education and Human DevelopmentProfessor of Education and Human DevelopmentDirector, Center for the Advancement of Public HealthDirector, Center for the Advancement of Public Health

George Mason UniversityGeorge Mason University

danderso@gmu.edudanderso@gmu.eduwww.caph.gmu.eduwww.caph.gmu.edu