the substance abuse prevention specialist training prevention research

The Substance Abuse Prevention Specialist Training

Prevention ResearchPrevention ResearchPrevention ResearchPrevention Research

Prevention ResearchPrevention 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

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

(SAMHSA’s Prevention Platform online glossary and CSAP’s Southwest CAPT Community Mobilization for Prevention online course glossary)

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

What Should a Good Theory Do?What Should a Good Theory Do?

• Identify the factors that predict substance abuseIdentify the factors that predict substance abuse

• Explain the mechanisms through which they operateExplain the mechanisms through which they operate

• Identify the internal and external variables that Identify the internal and external variables that influence these mechanisms, including cultural factorsinfluence these mechanisms, including cultural factors

• Predict points to interrupt the course leading to Predict points to interrupt the course leading to substance abusesubstance abuse

• Specify the interventions to prevent onset of substance Specify the interventions to prevent onset of substance abuseabuse

Activity

• Similar to public health model of disease prevention: Similar to public health model of disease prevention: focus on decreasing focus on decreasing riskrisk and increasing protection and increasing protection

• Risk factors predict substance abuse and protective Risk factors predict substance abuse and protective factors can buffer risk factorsfactors can buffer risk factors

• To prevent substance abuse, reduce risk factors and To prevent substance abuse, reduce risk factors and increase protective factors throughout an individual’s increase protective factors throughout an individual’s lifelife

Risk & Protective Factors TheoryRisk & Protective Factors Theory

Risk and protective factors:Risk and protective factors:

• Can be influenced by individual, family, school, and Can be influenced by individual, family, school, and environmental change strategiesenvironmental change strategies

• Have a cumulative effectHave a cumulative effect

• Occur in communities, families, schools, and individuals Occur in communities, families, schools, and individuals and are subject to changeand are subject to change


• Different adolescent health and behavior problems Different adolescent health and behavior problems share common risk factorsshare common risk factors– Substance AbuseSubstance Abuse

– DelinquencyDelinquency

– Teen PregnancyTeen Pregnancy

– School Drop-outSchool Drop-out

– ViolenceViolence

– Depression & AnxietyDepression & Anxiety


• Multiple studiesMultiple studies

• LongitudinalLongitudinal

• PredictivePredictive

Criteria for Inclusion Criteria for Inclusion as a Risk Factoras a Risk Factor

Community Risk FactorsCommunity Risk Factors

• Availability of alcohol/other drugsAvailability of alcohol/other drugs

• Community laws and norms Community laws and norms favorable toward drug usefavorable toward drug use

• Transitions and mobilityTransitions and mobility

• Low neighborhood attachment and community Low neighborhood attachment and community disorganizationdisorganization

• Extreme economic deprivationExtreme economic deprivation

Risk FactorsAdolescent

Problem BehaviorsDo-

mainSubstance

AbuseDepression & Anxiety

Delin-quency

Teen Preg.

School Dropout

Violence

COMMUNITY

Availability of alcohol/other drugs

Community laws and norms favorable to drug use

Transitions and mobility Low neighborhood attachment and community disorganization

Extreme economic deprivation

Family Risk FactorsFamily Risk Factors

• Family history of substance abuseFamily history of substance abuse

• Family management problemsFamily management problems

• Family conflictFamily conflict

• Parental attitudes and Parental attitudes and involvement in drug useinvolvement in drug use


Problem Behaviors

Do-main

Substance Abuse

Depression & Anxiety

Delin-quency

Teen Preg.

School Dropout

Violence

FAMILY

Family history of the problem behavior

Family management problems

Family conflict

Favorable parental attitudes and involvement in problem behaviors

School Risk FactorsSchool Risk Factors

• Academic failure beginning in elementary schoolAcademic failure beginning in elementary school

• Lack of commitment to schoolLack of commitment to school


Problem Behaviors

Do-main

Substance Abuse


Delin-quency

Teen Preg.

School Dropout

Violence

SCHOOL

Academic failure beginning n late elementary school

Lack of commitment to school

Individual/Peer Individual/Peer Risk FactorsRisk Factors

• Early and persistent antisocial behaviorEarly and persistent antisocial behavior

• RebelliousnessRebelliousness

• Friends who use drugsFriends who use drugs

• Favorable attitudes toward drugsFavorable attitudes toward drugs

• Early initiation of drug useEarly initiation of drug use

• Gang involvementGang involvement

• Constitutional factorsConstitutional factors


Problem Behaviors

Do-main

Substance Abuse


Delin-quency

Teen Preg.

School Dropout

Violence

INDIVIDUAL

Early and persistent antisocial behavior

Rebelliousness

Friends who engage in the problem behavior

Favorable attitudes toward the problem behavior

Gang involvement

Constitutional factors

Protective FactorsProtective Factors(community, family, school, peer)(community, family, school, peer)

• Individual characteristics

•Resilient temperament

•Positive social orientation

• Bonding

•Opportunities

•Skills

•Recognition

• Healthy beliefs and clear standards

The Social Development Strategy

Healthy Beliefs&

Clear Standards

Bonding• Attachment

• Commitment

Healthy Behaviors

Opportunities Skills Recognition

IndividualCharacteristics

Resiliency ApproachResiliency 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

Developmental AssetsDevelopmental AssetsFrameworkFramework

• 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

Community

Family School

Individual/Peer

Other Adult RelationshipsOther Adult RelationshipsService to OthersService to Others

Creative ActivitiesCreative ActivitiesYouth ProgramsYouth Programs

Youth as ResourcesYouth as ResourcesTime at HomeTime at Home

Parental InvolvementParental InvolvementReading for PleasureReading for Pleasure

Homework Homework

Personal PowerPersonal PowerCultural CompetenceCultural Competence

Family BoundariesFamily BoundariesInterpersonal CompetenceInterpersonal Competence

Peaceful Conflict ResolutionPeaceful Conflict ResolutionPlanning & Decision MakingPlanning & Decision Making

Resistance SkillsResistance Skills

Community Values YouthCommunity Values YouthYouth Given Useful RolesYouth Given Useful Roles

Caring School ClimateCaring School ClimateHigh ExpectationsHigh Expectations

Neighborhood BoundariesNeighborhood BoundariesEquality & Social JusticeEquality & Social Justice

School BoundariesSchool BoundariesIntegrityIntegrity

Honesty Honesty ResponsibilityResponsibility

Sense of PurposeSense of PurposePositive View of Positive View of Personal FuturePersonal Future

Delays GratificationDelays GratificationOvercomes AdversityOvercomes AdversityExhibits LeadershipExhibits Leadership

Resists DangerResists Danger

Succeeds in SchoolSucceeds in SchoolHelps OthersHelps Others

Values DiversityValues DiversityMaintains Good HealthMaintains Good Health

Caring NeighborhoodCaring NeighborhoodReligious CommunityReligious Community

Adult Role ModelsAdult Role ModelsSafetySafety Family SupportFamily Support

Positive Family Positive Family CommunicationCommunication

Bonding to SchoolBonding to SchoolSchool EngagementSchool Engagement

Achievement MotivationAchievement Motivation

Positive Peer InfluencePositive Peer Influence

Personal Control Self-EsteemPersonal Control Self-EsteemRestraintRestraint

SkillsOpportunities

Healthy Behaviors

Healthy Beliefs &Clear Standards

Individual Characteristics

Recognition

Bonding

Why study the media?

The media play an important role in impacting people’s attitudes, perceptions, and behavior. The media can advance the prevention message by increasing awareness and helping gain support for prevention policies

The Media and PreventionThe Media and Prevention

• The alcohol industry spends $1.5 billion on TV, radio and print advertising each year(Source: Children, Health and Advertising, 2002) (Source: Children, Health and Advertising, 2002)

• The alcohol industry spends 3 times that much on collateral promotional advertising(Source: Federal Trade Commission)(Source: Federal Trade Commission)

• Annual tobacco industry marketing expenditures nationwide total $8.4 billion ($23 million per day!) (Source: Campaign for Tobacco Free Kids)(Source: Campaign for Tobacco Free Kids)

The Big Business The Big Business of Marketingof Marketing

• In 2002, 15 of the TV shows most popular with teens showed 5,085 alcohol ads at a cost of $53 million (Source: CAMY, 2002)

• Hispanic youth see 30% more alcohol advertising than non-Hispanic youth (Source: Exposure of Hispanic Youth to Alcohol Advertising Center on Alcohol Marketing and Youth, 2003)

• African-American youth see 60% more alcohol advertising than non-African-American youth(Source: Exposure of African-American Youth to Alcohol Advertising Center on Alcohol Marketing and Youth, 2003)

Alcohol Advertising to YouthAlcohol Advertising to Youth

Definition:The process of applying basic (commercial) marketing techniques to social issues in order to create behavior change(Kotler and Andreasen, 1987)

Consumer-driven:The consumer (focus population) is the central focus for all steps of a social marketing campaign

Social MarketingSocial Marketing

Parents Empowered Campaign

• How did it come to be?– In response to the research collected from

NIH about the devastating effects of alcohol on the developing brain.

– A team of experts from around the state were invited to a national Summit on Underage Drinking to address the problem.

• In 2006 Utah State legislature appropriated funds to DABC to combat Underage Drinking.

Parents Empowered Campaign Partners

• Department of Education• Utah Department of Public Safety• Utah Council for Crime Prevention• Utah Office of Ethnic Affairs• Utah Attorney Generals Office• Utah Juvenile Courts• Valley Mental Health - Tooele• Utah Substance Abuse and Anti-Violence

Coalition• Utah Parent Teacher Association• Utah Department of Health• Weber Human Services• Salt Lake City Mayors Coalition• Salt Lake City Police Department• First Lady of Utah- Jeanette Herbert• Four Corners Community Behavioral

Health• Northeastern Counseling Center• Davis Helps• Bear River Health Department

• ACE Disposal Inc.• Associated Foods Stores (AFS)• Fifty Studio• Intermountain Healthcare• Jerry Seiner: The GM Guy• Larry H Miller Automotive

(LHM)• Mothers Against Drink Driving

(MADD)• O.C. Tanner• The Power in You• Time Dahle Automotive• Utah Dental Association (UDA)

Parents Empowered Campaign

Three Case Studies in PreventionThree 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

Case StudiesCase 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?

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

QUESTIONS and DISCUSSIONQUESTIONS and DISCUSSIONQUESTIONS and DISCUSSIONQUESTIONS and DISCUSSION

the substance abuse prevention specialist training prevention research

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