Foundations Foundations of of

Prevention Prevention

What would be covered?What would be covered?

Introduction to drug abuseIntroduction to drug abuse Global challengesGlobal challenges Caribbean perspectiveCaribbean perspective Definition of prevention Definition of prevention Basic principles of prevention Basic principles of prevention Risk and protective factorsRisk and protective factors Prevention ModelsPrevention Models Elements of prevention programmesElements of prevention programmes Resilience Resilience Risk factor domains for drug useRisk factor domains for drug use ““Your” perspective Your” perspective

AN INTRODUCTION TO AN INTRODUCTION TO DRUG ABUSEDRUG ABUSE

Defining drug abuseDefining drug abuse

Three schools of thought:Three schools of thought:

• The first two are commonly The first two are commonly referred to as “Medical-referred to as “Medical-pharmacological Models”…..and pharmacological Models”…..and

• Third perspectives commonly Third perspectives commonly referred to as “The Social referred to as “The Social Deviance Model”Deviance Model”

Defining drug abuseDefining drug abuse

The use generally by self-The use generally by self-administration of any drug in a manner administration of any drug in a manner that deviates from the approved that deviates from the approved medical or social patterns within a medical or social patterns within a given culture. (social disapproval) given culture. (social disapproval) (Jerome (Jerome Jaffe)Jaffe)

Therefore the basic Therefore the basic elements of drug abuse elements of drug abuse

are:are: The use of any prohibited (illicit drug)The use of any prohibited (illicit drug)

The use of any therapeutic drug other The use of any therapeutic drug other than for its intended purpose(s) than for its intended purpose(s)

The intentional use of any therapeutic The intentional use of any therapeutic drug in amounts greater than drug in amounts greater than prescribedprescribed

Therefore the basic Therefore the basic elements of drug abuse elements of drug abuse

are:are:

Excessive use of licit social drugs Excessive use of licit social drugs (alcohol, caffeine or tobacco)(alcohol, caffeine or tobacco)

The taking of two or more The taking of two or more intoxicating substances to obtain a intoxicating substances to obtain a more pleasurable highmore pleasurable high

THE WORLD’S THE WORLD’S DRUG PROBLEM AND THEDRUG PROBLEM AND THE

BUSINESS OF DRUGS BUSINESS OF DRUGS

THE MAIN DRUGS OF ABUSETHE MAIN DRUGS OF ABUSE

Case study: AFGHANISTAN Case study: AFGHANISTAN (2003)(2003)

80,000 hectares under cultivation80,000 hectares under cultivation 28 of 32 provinces are presently cultivating 28 of 32 provinces are presently cultivating Production increased to 3,600 tons in 2003Production increased to 3,600 tons in 2003 Average price now $283 US per kgAverage price now $283 US per kg 264,000 families or approximately 1.7million 264,000 families or approximately 1.7million

persons involved in cultivation (7% of the total persons involved in cultivation (7% of the total population)population)

Annual income of $1.2 billion Annual income of $1.2 billion Each family get approx. $3,900 US annually Each family get approx. $3,900 US annually

compared to non-opium growing families GDP compared to non-opium growing families GDP per capita of $184 USper capita of $184 US

Case study: BOLIVIA (2003)Case study: BOLIVIA (2003)

Third largest producers of coca in the Third largest producers of coca in the worldworld

23,600 hectares under cultivation23,600 hectares under cultivation Grown in 2 main areas of the country Grown in 2 main areas of the country

(50% legitimate cultivation) (50% legitimate cultivation) Production of 28,300 tons in 2003Production of 28,300 tons in 2003 Average price now $5.40 US per kgAverage price now $5.40 US per kg Annual income of $153 million Annual income of $153 million About 60% of total production used to About 60% of total production used to

produce cocaine (60 metric tons)produce cocaine (60 metric tons)

Case study: (2003)Case study: (2003)

Production is dominated by methamphetamine, followed by ecstasy and amphetamine•Most ecstasy laboratories are still dismantled in Europe, but production is rising in Asia•Number of dismantled clandestine ecstasy laboratories rises almost 3-fold over 1992-2002 period

•Most methamphetamine laboratories are dismantled in North America

Case study: MOROCCO (2003)Case study: MOROCCO (2003) 134,000 hectares cultivated (1.5% of arable 134,000 hectares cultivated (1.5% of arable

land)land) Grown in 5 provinces throughout the country Grown in 5 provinces throughout the country Production of 47,000 metric tons of raw Production of 47,000 metric tons of raw

cannabis and 3,080 tons of resincannabis and 3,080 tons of resin 96,000 farms (800,000 farmers)96,000 farms (800,000 farmers) Total revenue of approx. 214 billion USTotal revenue of approx. 214 billion US Annual income per family from cannabis $2,200 Annual income per family from cannabis $2,200

US US Total market turnover of Moroccan cannabis Total market turnover of Moroccan cannabis

estimated at 12 billion USestimated at 12 billion US

THE CARIBBEAN THE CARIBBEAN PRESPECTIVEPRESPECTIVE

THE CARIBBEAN REGION

AS A TRANSIT ZONE

TRANSIT ZONE

STORAGE AREA

PRODUCER COUNTRY

UNITED STATES

EUROPE

Geographic characteristics Geographic characteristics Combined land area of 700,000 sq. milesCombined land area of 700,000 sq. miles independent countries, English, French independent countries, English, French

and Dutch overseas countries and and Dutch overseas countries and territoriesterritories

multi-lingual, multi-ethnic and multi-multi-lingual, multi-ethnic and multi-culturalcultural

approximately 37 million peopleapproximately 37 million people four major different languages (English, four major different languages (English,

French, Spanish and Dutch)French, Spanish and Dutch) a variety of judicial systems, diverse a variety of judicial systems, diverse

religious and political unitsreligious and political units

PRINCIPLES OF PRINCIPLES OF PREVENTIONPREVENTION

DEFINITON OF PREVENTION DEFINITON OF PREVENTION

CLASSIFYING PREVENTION INITIATIVESCLASSIFYING PREVENTION INITIATIVES

- RISK AND PROTECTIVE FACTORS- RISK AND PROTECTIVE FACTORS

-EARLY SIGNS-EARLY SIGNS

-HIGHEST RISK PERIODS-HIGHEST RISK PERIODS

-PROGRESSION OF DRUG USE-PROGRESSION OF DRUG USE

Definition of Prevention Definition of Prevention

Generally PREVENTION targets Generally PREVENTION targets illnesses or disease outcomes illnesses or disease outcomes and is often associated with the and is often associated with the process of reducing existing risk process of reducing existing risk factors and increasing protective factors and increasing protective factors in an individual, in high-factors in an individual, in high-risk groups, in the community or risk groups, in the community or in society as a whole. in society as a whole.

Stages of Prevention –Stages of Prevention –Primary PreventionPrimary Prevention

Primary Prevention Primary Prevention •aims to avoid the development aims to avoid the development

of high-risk or potentially of high-risk or potentially harmful behaviour and/or the harmful behaviour and/or the occurrence of symptoms in the occurrence of symptoms in the first place first place

Stages of Prevention –Stages of Prevention –Secondary PreventionSecondary Prevention

•Secondary prevention, or early Secondary prevention, or early intervention, aims to reduce intervention, aims to reduce existing risk and harmful existing risk and harmful behaviour and symptoms as behaviour and symptoms as early as possible early as possible

Stages of Prevention-Stages of Prevention- Tertiary Prevention Tertiary Prevention

Tertiary prevention aims to Tertiary prevention aims to reduce the impact of the reduce the impact of the illness/symptoms a person illness/symptoms a person suffers. It offers treatment and suffers. It offers treatment and rehabilitation for the person rehabilitation for the person ‘dependent’ or ‘addicted’ to ‘dependent’ or ‘addicted’ to drugs, or whose drug use is drugs, or whose drug use is problematic.problematic.

Classifying prevention programmesClassifying prevention programmes

Universal Prevention ProgrammesUniversal Prevention Programmes – These – These programmes are the broadest, and programmes are the broadest, and address large groups of people - such as address large groups of people - such as the general population - or certain sub-the general population - or certain sub-categories of the population. Universal categories of the population. Universal programmes mainly have the objective of programmes mainly have the objective of promoting health and well-being, and of promoting health and well-being, and of preventing the onset of drug use, with preventing the onset of drug use, with children and young people as the usual children and young people as the usual prime focus groupsprime focus groups

Classifying prevention programmesClassifying prevention programmes

Selected Prevention ProgrammesSelected Prevention Programmes – This – This type of programme targets young people type of programme targets young people based on the presence of known risk factors based on the presence of known risk factors of drug involvement. Targets have been of drug involvement. Targets have been identified as having an increased likelihood identified as having an increased likelihood of initiating drug use compared to young of initiating drug use compared to young people in general. These programmes are people in general. These programmes are aimed at reducing the influence of the 'risk aimed at reducing the influence of the 'risk factors', developing/enhancing protective factors', developing/enhancing protective factors, and preventing drug use initiation.factors, and preventing drug use initiation.

Classifying prevention programmesClassifying prevention programmes Indicated Prevention ProgrammesIndicated Prevention Programmes – –

Indicated programmes target young Indicated programmes target young people who are identified as having people who are identified as having already started to use drugs or already started to use drugs or exhibiting behaviours that make exhibiting behaviours that make problematic drug use a likelihood, but problematic drug use a likelihood, but who do not yet meet formal diagnostic who do not yet meet formal diagnostic criteria for a drug abuse disorder which criteria for a drug abuse disorder which requires specialized treatment. requires specialized treatment. Examples of such programmes include Examples of such programmes include providing social skills or parent-child providing social skills or parent-child interaction training for drug-using interaction training for drug-using youth.youth.

Risk and Protective Factors Risk factors can increase a person’s Risk factors can increase a person’s

chances for drug abuse, while chances for drug abuse, while protective factors can reduce the risk. protective factors can reduce the risk.

CORE PREVENTION PRINIPLES Prevention programmes should enhance

protective factor and reverse or reduce risk factor• Include skills to resist drugs when offered,

strengthen personal commitments against drug use, and increase social competency (e.g., in communications, peer relationships, self-efficacy, and assertiveness), in conjunction with reinforcement of attitudes against drug use.

• Include interactive methods, such as peer discussion groups, rather than didactic teaching techniques alone.

CORE PREVENTION PRINIPLES Prevention programmes should enhance

protective factor and reverse or reduce risk factor• Designed to enhance "protective factors"

and move toward reversing or reducing known "risk factors."

• Target all forms of drug abuse, including the use of tobacco, alcohol, marijuana, and inhalants.

CORE PREVENTION PRINIPLES

Prevention planning - Family Prevention planning - Family ProgramsPrograms•Prevention programs should

include a parents' or caregivers' component that reinforces what the children are learning-such as facts about drugs and their harmful effects-and that opens opportunities for family discussions about use of legal and illegal substances and family policies about their use.

CORE PREVENTION PRINIPLES School Programs

• Designed to intervene as early as preschool to address risk factors for drug abuse, such as aggressive behaviour, poor social skills, and academic difficulties

• Programs for elementary school children should target improving academic and social-emotional learning to address risk factors for drug abuse, such as early aggression, academic failure, and school dropout

• Programs for middle or junior high and high school students should increase academic and social competence

CORE PREVENTION PRINIPLES Community ProgramsCommunity Programs

Programs aimed at general populations at key transition points, such as the transition to middle school, can produce beneficial effects even among high-risk families and children, they reduce labeling and promote bonding to school and community

Programs that combine two or more effective programs, such as family-based and school-based programs, can be more effective than a single program alone

Programs reaching populations in multiple settings, e.g., schools, clubs, faith-based organizations, and the media—are most effective when they present consistent, community-wide messages

CORE PREVENTION PRINIPLES Prevention programme delivery

When communities adapt programs to match their needs, community norms, or differing cultural requirements, they should retain core elements of the original research-based intervention which include:

Structure (how the program is organized and constructed); Content (the information, skills, and strategies of the program);

and Delivery (how the program is adapted, implemented, and

evaluated).

Programs should be long-term with repeated interventions (i.e., booster programs) to reinforce the original prevention goals. Research shows that the benefits from middle school prevention programs diminish without follow-up programs in high school

CORE PREVENTION PRINIPLESProgramme Delivery PRINCIPLE 13 - Prevention programs should

be long-term with repeated interventions (i.e., booster programs) to reinforce the original prevention goals. Research shows that the benefits from middle school prevention programs diminish without follow-up programs in high school.

PRINCIPLE 14 - Prevention programs should include teacher training on good classroom management practices, such as rewarding appropriate student behaviour. Such techniques help to foster students’ positive behaviour, achievement, academic motivation, and school bonding.

CORE PREVENTION PRINIPLESProgramme Delivery

PRINCIPLE 15 - Prevention programs are most effective when they employ interactive techniques, such as peer discussion groups and parent role-playing, that allow for active involvement in learning about drug abuse and reinforcing skills.

PRINCIPLE 16 - Research-based prevention programs can be cost-effective. Similar to earlier research, recent research shows that for each dollar invested in prevention, a savings in treatment for alcohol or other substance abuse can be seen.

What are some of the things we What are some of the things we need to know in order to need to know in order to

develop meaning full develop meaning full programmesprogrammes

What are the highest periods for drug abuse among youth?

Around transition periods:• PubertyPuberty• Entering school – moving to higher levelsEntering school – moving to higher levels• Moving or parent divorceMoving or parent divorce

Risk appears at every transition from Risk appears at every transition from early childhood through adulthood; early childhood through adulthood; each developmental stage must be each developmental stage must be supported with appropriate protective supported with appropriate protective factorfactor

When and how does drug use starts and progress?

Use may begin as early as 10/11/12 yrsUse may begin as early as 10/11/12 yrs Gateway drugs at playGateway drugs at play At late adolescents – tobacco and At late adolescents – tobacco and

alcohol use may persist and marijuana alcohol use may persist and marijuana and other illegal drugs are introducedand other illegal drugs are introduced

Early initiation associated with greater Early initiation associated with greater drug involvementdrug involvement

Abuse associated with levels of social Abuse associated with levels of social disapproval, perceived risk and disapproval, perceived risk and availability of drugs in the communityavailability of drugs in the community

www.drugabuse.gov

ineffective parentingineffective parenting chaotic home environmentchaotic home environment lack of mutual attachments/nurturinglack of mutual attachments/nurturing inappropriate behavior in the classroominappropriate behavior in the classroom failure in school performancefailure in school performance poor social coping skillspoor social coping skills affiliations with deviant peersaffiliations with deviant peers perceptions of approval of drug-using perceptions of approval of drug-using

behaviors in the school, peer, and community behaviors in the school, peer, and community environmentsenvironments

Prevention Programs Should . . . .Prevention Programs Should . . . .Reduce Risk FactorsReduce Risk Factors

www.drugabuse.gov

Prevention Programs Should . . . .Prevention Programs Should . . . .

strong family bondsstrong family bonds parental monitoringparental monitoring parental involvementparental involvement success in school performancesuccess in school performance prosocial institutions (e.g. such as prosocial institutions (e.g. such as

family, school, and religious family, school, and religious organizations)organizations)

conventional norms about drug useconventional norms about drug use

www.drugabuse.gov

Enhance Protective FactorsEnhance Protective Factors

. . . and be Culturally Sensitive. . . and be Culturally Sensitive

Prevention Programs Should . . . .Prevention Programs Should . . . .

. .. .Target all Forms of Drug UseTarget all Forms of Drug Use

www.drugabuse.gov

Resist drugsResist drugs

Strengthen personal Strengthen personal commitments against drug usecommitments against drug use

Increase social competencyIncrease social competency

Reinforce attitudes against drug Reinforce attitudes against drug useuse

Prevention Programs Should . . . .Prevention Programs Should . . . .

Include Interactive Skills-Based Include Interactive Skills-Based TrainingTraining

www.drugabuse.gov

Provides greater impact than parent-Provides greater impact than parent-only or child-only programsonly or child-only programs

Include at each stage of developmentInclude at each stage of development Involve effective parenting skillsInvolve effective parenting skills

Prevention Programs Should be. . . .Prevention Programs Should be. . . .

Family-FocusedFamily-Focused

www.drugabuse.gov

Prevention Programs Should . . . .Prevention Programs Should . . . .

Involve Communities and SchoolsInvolve Communities and Schools

Media campaigns and policy Media campaigns and policy changeschanges

Strengthen norms against drug useStrengthen norms against drug use

Address specific nature of local Address specific nature of local drug problemdrug problem

www.drugabuse.gov

PREVENTION PREVENTION MODELSMODELS

•School-based prevention programmesSchool-based prevention programmes

•Peer-focused prevention programmesPeer-focused prevention programmes

•Family-based prevention programmesFamily-based prevention programmes

•Community-based prevention Community-based prevention programmesprogrammes

School-based prevention programmesSchool-based prevention programmesFour main programming strategies:Four main programming strategies: Information-based programmes – Information-based programmes –

disseminate information on risky disseminate information on risky behavioursbehaviours

Affective education programmes – values Affective education programmes – values clarification, goal setting, decision making, clarification, goal setting, decision making, self-esteem building, and stress self-esteem building, and stress management management

Social influence programmes – resistance Social influence programmes – resistance skills, life skills, and normative beliefsskills, life skills, and normative beliefs

Comprehensive programmes – combining a Comprehensive programmes – combining a variety of strategiesvariety of strategies

Peer-focused prevention programmesPeer-focused prevention programmes Four main programming strategies:Four main programming strategies:

adolescents can influence their peers adolescents can influence their peers directly through education – an directly through education – an adolescent describing the consequences adolescent describing the consequences of his violent behaviour can have a of his violent behaviour can have a strong impact on other adolescent who strong impact on other adolescent who could relate to his situationcould relate to his situation

adolescent can learn by observing how adolescent can learn by observing how peers behave – if a peer handle anger peers behave – if a peer handle anger and solve problems peacefully and and solve problems peacefully and constructively, then youth may try constructively, then youth may try behaving that way as wellbehaving that way as well

Peer-focused prevention programmesPeer-focused prevention programmesFour main programming strategies:Four main programming strategies:

peer influence can work by changing peer peer influence can work by changing peer group norms – structured programmes can group norms – structured programmes can help change the norms by fostering the help change the norms by fostering the development of highly visible peer groups development of highly visible peer groups who discourage substance use behaviourswho discourage substance use behaviours

peer programmes can educate students peer programmes can educate students about true versus perceived dominant about true versus perceived dominant peer norms – teaching adolescents about peer norms – teaching adolescents about the true versus perceived group norms the true versus perceived group norms concerning substance use could result in a concerning substance use could result in a decline in substance use initiationdecline in substance use initiation

Family-based prevention programmesFamily-based prevention programmes

Well-documented family-based Well-documented family-based programme methodologies aimed at programme methodologies aimed at prevention can be divided into three prevention can be divided into three categories:categories:

• parent and family skill trainingparent and family skill training• family in-home supportfamily in-home support• family therapyfamily therapy

Community-based prevention programmesCommunity-based prevention programmes

Advantages of community-based intervention:Advantages of community-based intervention:

The breath of coverage – e.g. a The breath of coverage – e.g. a community-based approach for reducing community-based approach for reducing tobacco use by youth involves requiring tobacco use by youth involves requiring anyone involved in any way with the sale anyone involved in any way with the sale and distribution of tobacco products to and distribution of tobacco products to participate in a merchant education participate in a merchant education programme. The coverage or exposure is programme. The coverage or exposure is enhanced because of the shift in the focus enhanced because of the shift in the focus of the intervention from individual buyers of the intervention from individual buyers to all points of purchase.to all points of purchase.

Community-based prevention programmesCommunity-based prevention programmes

Advantages of community-based intervention:Advantages of community-based intervention:

Visibility and repetitive reinforcement – this can Visibility and repetitive reinforcement – this can strengthen norms against behaviour such as strengthen norms against behaviour such as substance abuse or violence. Counter-substance abuse or violence. Counter-advertising campaign through many mass media advertising campaign through many mass media public service announcements are a relatively public service announcements are a relatively easy way to send multiple message about easy way to send multiple message about dangers of various risky behavioursdangers of various risky behaviours

Potential for maximizing outcomes – the utility of Potential for maximizing outcomes – the utility of community approaches lies in the fact that they community approaches lies in the fact that they can be focused on policy changes. can be focused on policy changes.

SUBSTANCE ABUSE SUBSTANCE ABUSE PREVENTIONPREVENTION

GUIDELINES FOR GUIDELINES FOR EVIDENCE-BASEDEVIDENCE-BASED

PREVENTION PROGRAMS PREVENTION PROGRAMS AND STRATEGIESAND STRATEGIES

Youth/Peer Domain GuidelinesYouth/Peer Domain Guidelines

Youth Preventive Education and Skill Youth Preventive Education and Skill BuildingBuilding

Mentoring Programs Mentoring Programs

Tutoring Programs Tutoring Programs

Peer Leadership/Influence Programs Peer Leadership/Influence Programs

Family Domain GuidelinesFamily Domain Guidelines

Parenting Education and Skill Parenting Education and Skill

Building Programs Building Programs

Parent Involvement Strategies Parent Involvement Strategies

School Domain GuidelinesSchool Domain Guidelines

Comprehensive School Reform /Climate Comprehensive School Reform /Climate Change Change

Student Assistance ProgramStudent Assistance Program

Technical Assistance Technical Assistance

Advocacy for School ATOD Policy Advocacy for School ATOD Policy Development/Change Development/Change

Community Domain Guidelines for Community Domain Guidelines for Effective PracticesEffective Practices

Social Marketing Social Marketing

ATOD Prevention Coalition Technical ATOD Prevention Coalition Technical Assistance Assistance

Media Advocacy Media Advocacy

ATOD Policy/Ordinance Development or ATOD Policy/Ordinance Development or Change Change

Server/Merchant Education and ATOD Server/Merchant Education and ATOD

Policy/Ordinance/Law Compliance Monitoring Policy/Ordinance/Law Compliance Monitoring

ResilienceResilience

The process by which successful The process by which successful developmental or adaptive outcomes developmental or adaptive outcomes occur within a high-risk environment occur within a high-risk environment and/or stressful circumstancesand/or stressful circumstances

Requires:Requires:• Risk factorsRisk factors• Protective factorsProtective factors

Individual Resilience ProcessesIndividual Resilience Processes

Protective Processes:Protective Processes:• Self-perceived competenceSelf-perceived competence• Academic competenceAcademic competence• Healthy interactions with adultsHealthy interactions with adults• Religion and prayerReligion and prayer• Anti-alcohol normsAnti-alcohol norms• Social skillsSocial skills

Family Resilience ProcessesFamily Resilience Processes

Marital harmonyMarital harmony Parents abstainParents abstain Family managementFamily management Psychologically healthy parentsPsychologically healthy parents

Family Resilience Processes Family Resilience Processes (cont.)(cont.)

Family hardinessFamily hardiness Parental supportParental support Family bondingFamily bonding Family connectednessFamily connectedness Healthy parent-adolescent Healthy parent-adolescent

communicationcommunication

Community Resilience Community Resilience ProcessesProcesses

Student autonomy and influencesStudent autonomy and influences School normsSchool norms School connectednessSchool connectedness School sense of communitySchool sense of community No tolerance approachNo tolerance approach Local law enforcementLocal law enforcement Higher alcohol pricesHigher alcohol prices

ConclusionsConclusions

Prevention opportunities exist at the Prevention opportunities exist at the individual, family, and community individual, family, and community levelslevels

Prevention can enhance protective Prevention can enhance protective factors in addition to or instead of factors in addition to or instead of decreasing risk factorsdecreasing risk factors

Risk factor Risk factor domains for drug domains for drug

useuse

Inter-relationship of Risk Factors for Drug Use

• We are often faced with the dilemma of trying to place risk for substance use into the usual domains described in the literature: demographic (age, gender); personal (peer influence, psychological factors); family (poverty, culture); and community (neighbourhood, school).

Inter-relationship of Risk Factors for Drug Use

•However, it might be argued though that for us risk factors can be grouped into only two domains:• (1) contextual factors including societal and cultural influences, and

•(2) economic factors or individual/interpersonal factors that takes into account the individual within the context of social, behavioural and biological influences on adolescent decision-making

Inter-relationship of Risk Factors for Drug Use

• Personality factors• Q, would a greater sense of coherence result in more protective behaviour

• Family and peer relationships•Q, is there too much social, behavioural and biological influence that interferes with decision-making (especially among youth/young adults)

• Cultural and environmental factors• Q, is the societal and cultural influences the ones to be blamed

Is The Risk Worth It?Is The Risk Worth It?

• Q, what lessons have we learned

the largest risk group are our youth

(adolescents)

in order for prevention to work we need to

advocate among our at risk groups

knowledge alone with not bring about

behaviour change - need for a positive attitude

remember - there is a complex inter-

relatedness among behavioural risk factors

Is The Risk Worth It?Is The Risk Worth It?

• Q, what opportunities exist for us

• e.g. we can be the advocated for the reduction of adolescent risk behaviour

Policy implication for substance Policy implication for substance abuse preventionabuse prevention

Policy planning and developmentPolicy planning and development• Policy makers must be fully aware of Policy makers must be fully aware of

drug abuse problems and its social and drug abuse problems and its social and economic consequenceseconomic consequences

• Drug abuse prevention requires long-Drug abuse prevention requires long-term commitmentterm commitment

Research/needs assessmentResearch/needs assessment• Policies must be driven by empirical Policies must be driven by empirical

evidenceevidence

Policy implication for substance Policy implication for substance abuse preventionabuse prevention

EvaluationEvaluation• Evaluation must be integrated into Evaluation must be integrated into

policies project and programmes from policies project and programmes from the outsetthe outset

• Investment must be made for training in Investment must be made for training in evaluation methodsevaluation methods

PartnershipsPartnerships• Multi-sectoral and inter-institutional Multi-sectoral and inter-institutional

collaboration helps to pool resources collaboration helps to pool resources and develop common strategiesand develop common strategies