region one esc clara cáceres contreras 956-984-6125 ccontreras@esc1

Region One ESCClara Cáceres Contreras

[email protected]

Substance Use &

The Tie to Academic Achievement

Prevention

“The active process of creating conditions and attributes that promote the well-being of people.”

-SAMSHA and OJJDP

Continuum of Care

ContinuumIntervention Spectrum

Universal -General Population

Selective -Health Risk Groups

Indicated -Diagnosed

CaseIdentification

StandardTreatmen tfor KnownDisord ers

Complian cewith Long-T ermTreatmen t(reduce relapseand recu rren ce)

Aftercare(includingrehabilitation )

Treatment

Prevention FrameworkPrevention 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)

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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Best estimate ConservativeEstimate

Cost Estimate

Estimate of Social Benefits versus Cost of School-based Drug Prevention

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]

Prevention is Important…

• Half of all teens—about 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

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]

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

Substance Use & The Tie to Academic Achievement

• 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

A recent study by the Human Services Policy Center, University of Washington, concluded that:

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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Number of Risk Factors

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Six State Student Survey of 6th-12th Graders, Public School Students

Prevalence of Academic Success by Number of Risk and Protective Factors

Public Health: Prevention Model

Risks include

• Smoking

• High fat diet

• High cholesterol

Protection includes

• Exercise

• Diet high in fruits and vegetables

The Prevention of Heart Disease is an example of Risk and Protection Focused Prevention.

A Comprehensive ApproachInformation 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

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

Comprehensive Prevention ProgramsPrevention 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.

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

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

Risk Factors

Areas in a young person’s life to look at:

• Community• Family• School• Peers • Characteristics/

Temperament of the Young Person

Risk Factors

• Alcohol & Other Drug Use

• Delinquency• School Dropout• Teen Pregnancy• Violent Behavior

Predict Increased Likelihood of Five Problem Behaviors:

Protective Factors

1. Buffer the Effects of Risk Exposure

2. Demonstrate Results in Multiple Studies

3. Demonstrate Results in Longitudinal Studies

Protective Factors Must:

Protective Factors

• Healthy Beliefs & Clear Standards

• Bonding• Pro-Social Opportunities• Competencies & Skills• Reinforcement for Pro-

Social Involvement• Individual Characteristics

(Intelligence & Temperament)

School Risk FactorsAcademic Failure

beginning in late elementary grades (4-6), Academic Failure Increases the Risk of both Drug Use & Delinquency

Lack of Commitment to SchoolSurveys 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.

School Protective FactorsOpportunities 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

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?


Do the Programs Teach Resistance Skills through

Interactive Methods

(Modeling, Role-Playing, Discussion, Group

Feedback, Reinforcement)

Principles for School-based programs:


Do the Programs Foster Pro-Social Bonding to

the School and Community?



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


What Works… Substance Abuse Prevention

• 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”

Key Elements of Effective Substance Abuse Programs Include:

What Works… Substance Abuse Prevention

• 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

Key Elements of Effective Substance Abuse Programs include:

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

What Works… Violence Prevention

Key elements include:

– Physical and Administrative Changes to Promote Positive School Climate

– Interactive Teaching

– Developmentally Appropriate Interventions

– Teacher Training

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

NCLB Principles

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

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.

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.

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.

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?

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?

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?

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

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

Needs Assessment Data

Risk Factors Targeted for Reduction– Reduce Alienation and

Rebelliousness– Reduce Rewards for Anti-Social

Behaviors


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

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.

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.

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)


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


Protective Factors Targeted for Enhancement:

– Increase social skills– Increase opportunities &

rewards for positive involvement in school & the community

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.

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


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


Factors• Address Attitudes &

Norms• Strengthen Skills:

Critical Thinking, Communications, & Social Competency

• Ensure the Strategies are Appropriate for the Population Addressed

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

Community Risk Factors

Availability of DrugsAvailability of FirearmsCommunity Laws and NormsFavorable to Drug use, FirearmsAnd Crime

Media Portrayals of Violence

Low Neighborhood Attachment And Community DisorganizationExtreme Economic Deprivation

Transitions and MobilitySubst

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lenceAdolescent Problem BehaviorsAdolescent Problem Behaviors

Family Risk Factors

Family History of the Problem Behavior

Family Management Problems

Family Conflict

Favorable Parental AttitudesAnd Involvement in the Problem Behavior

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Peer & Individual Risk Factors

Early & persistent antisocial behaviorRebelliousness

Friends who engage in theproblem behavior

Gang involvement

Constitutional factors

Favorable attitudes toward theproblem behavior

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Early initiation of the problem behavior

School Risk Factors

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Academic Failure Beginning In Late Elementary School

Lack of CommitmentTo School

Increasing Resiliency Increasing Resiliency & Protective Factors& 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

Major Messages (Kid, Youth, Play, Parent & Faith

Connection)Rainbow Days, Inc

• I Am I Am likeable, capable, unique and likeable, capable, unique and valued.valued.

• I Can I Can treat others like I want to be treat others like I want to be treated.treated.

• I Have I Have strengths, capabilities and strengths, capabilities and people who care about me.people who care about me.

• I Will I Will make healthy choices and be make healthy choices and be alcohol, tobacco and drug free.alcohol, tobacco and drug free.

• I Believe I Believe I have a purpose.I have a purpose.

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

The Assets Are Grouped Into Eight The Assets Are Grouped Into Eight Categories:Categories:

ProblemAlcohol

Use

Illicit DrugUse

SexualActivity

Violence

0-10 Assets

11-20 Assets

21-30 Assets

31-40 Assets

10%

3%

21%

35%

1%

11%

61%

33%

16%

6%

19%

42%

3%6%

53%

30%

Protecting Youth From High-Risk BehaviorsProtecting Youth From High-Risk BehaviorsAssets 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.

Succeeds inSchool

ValuesDiversity

MaintainsGood Health

DelaysGratification

0-10 Assets

11-20 Assets

21-30 Assets

31-40 Assets

69%

88%

46%42%

87%

35%

27%25%

56%

69%

53%

34%

53%

72%

7%

19%

Promoting Positive Attitudes and BehaviorsPromoting Positive Attitudes and BehaviorsIn 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.

From Risk To Resiliency

““Kids Kids cancan walk around walk around trouble,trouble,

if there is someplace to walk if there is someplace to walk to,to,

and someone to walk with.”and someone to walk with.”

From Urban Sanctuariesby Milbrey W. McLaughlin, et al

region one esc clara cáceres contreras 956-984-6125 ccontreras@esc1

Documents

delinquencywhy prevention

prevention needs assessment

drug use score higher

academic achievementprevention

academic achievementstudents

gradeselective programs

prevalence of academic

number of risk