Transcript Safe and Drug Free Schools and Communities

Substance Use
&
The Tie to Academic
Achievement
Region One ESC
Clara Cáceres Contreras
956-984-6125
[email protected]
Prevention
“The active process of
creating conditions
and attributes that
promote the wellbeing of people.”
-SAMSHA and OJJDP
Continuum of Care
Continuum
Pre
ve
Indicated Diagnos ed
Selective Health Ris k
Groups
Universal General Population
Standard
Treatmen t
for Known
Disord ers
Complian ce
with Long-T erm
Treatmen t
(reduce relapse
and recu rren ce)
ce
an
te n
ain
Case
Identification
M
nti
on
Intervention Spectrum Treatment
Aftercare
(including
rehabilitation )
Prevention 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.
Estimate of Social Benefits versus Cost
of School-based Drug Prevention
800
700
600
500
400
300
200
100
0
Best estimate Conservative Cost Estimate
Estimate
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
A recent study by the Human Services Policy Center, University
of Washington, concluded that:
• 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
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.
Prevalence of Academic Success by
Number of Risk and Protective Factors
Six State Student Survey of 6th-12th Graders, Public School Students
120%
Number of Protective Factors
100%
Prevalence
80%
60%
40%
20%
0%
0 to 1
2 to 3
4 to 5
6 to 7
8 to 9
10+
Number of Risk Factors
0 to 1
2 to 3
4 to 5
6 to 7
8 to 9
Public Health: Prevention Model
The Prevention of Heart Disease is an example
of Risk and Protection Focused Prevention.
Risks include
• Smoking
• High fat diet
• High cholesterol
Protection includes
• Exercise
• Diet high in fruits
and vegetables
A Comprehensive Approach
Information 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 Programs
Prevention Education is Developmentallybased 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/Temperam
ent of the Young Person
Risk Factors
Predict Increased Likelihood of Five Problem Behaviors:
•
•
•
•
•
Alcohol & Other Drug
Use
Delinquency
School Dropout
Teen Pregnancy
Violent Behavior
Protective Factors
Protective Factors Must:
1. Buffer the Effects of Risk
Exposure
2. Demonstrate Results in
Multiple Studies
3. Demonstrate Results in
Longitudinal Studies
Protective Factors
• Healthy Beliefs & Clear
Standards
• Bonding
• Pro-Social Opportunities
• Competencies & Skills
• Reinforcement for ProSocial Involvement
• Individual Characteristics
(Intelligence &
Temperament)
School Risk Factors
Academic Failure
beginning in late elementary grades (46), Academic Failure Increases the
Risk of both Drug Use & Delinquency
Lack of Commitment to School
Surveys 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 Factors
Opportunities 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 welltested, standardized
intervention with detailed lesson
plans & student material?
Effective Prevention Programming:
NIDA Principles
Principles for School-based programs:
Do the Programs Teach
Resistance Skills through
Interactive Methods
(Modeling, Role-Playing,
Discussion, Group
Feedback, Reinforcement)
Effective Prevention Programming:
NIDA Principles
Principles for School-based programs:
Do the Programs Foster
Pro-Social Bonding to
the School and
Community?
Effective Prevention Programming:
NIDA Principles
Principles for School-based programs:
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
Key Elements of Effective Substance Abuse Programs Include:
• 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”
What Works…
Substance Abuse Prevention
Key Elements of Effective Substance Abuse Programs include:
• 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
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, MultiFaceted 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 & DrugRelated 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
Needs Assessment Data
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 schoolsponsored 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)
Needs Assessment Data
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
Needs Assessment Data
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
Steps to Programming:
Addressing Risk and Protective 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
Steps to Programming:
Addressing Risk and Protective 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
Availability of Drugs
Availability of Firearms
Community Laws and Norms
Favorable to Drug use, Firearms
And Crime
Media Portrayals of Violence
Transitions and Mobility
Low Neighborhood Attachment
And Community Disorganization
Extreme Economic Deprivation
Violence
School Drop-Out
Teen Pregnancy
Delinquency
Adolescent Problem Behaviors
Substance Abuse
Community Risk Factors
Family History of the
Problem Behavior
Family Management Problems
Family Conflict
Favorable Parental Attitudes
And Involvement in the
Problem Behavior
Violence
School Drop-Out
Teen Pregnancy
Delinquency
Adolescent Problem Behaviors
Substance Abuse
Family Risk Factors
Early & persistent antisocial behavior
Rebelliousness
Friends who engage in the
problem behavior
Gang involvement
Favorable attitudes toward the
problem behavior
Early initiation of the problem behavior
Constitutional factors
Violence
School Drop-Out
Teen Pregnancy
Delinquency
Adolescent Problem Behaviors
Substance Abuse
Peer & Individual Risk
Factors
Academic Failure Beginning
In Late Elementary School
Lack of Commitment
To School
Violence
School Drop-Out
Teen Pregnancy
Delinquency
Adolescent Problem Behaviors
Substance Abuse
School Risk Factors
Increasing Resiliency &
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 likeable, capable, unique and valued.
•
I Can treat others like I want to be treated.
•
I Have strengths, capabilities and people
who care about me.
•
I Will make healthy choices and be alcohol,
tobacco and drug free.
•
I Believe I have a purpose.
The Assets Are Grouped Into Eight Categories:
1.
2.
3.
4.
5.
6.
7.
8.
SUPPORT
EMPOWERMENT
BOUNDARIES and EXPECTATIONS
CONSTRUCTIVE USE OF TIME
COMMITMENT TO LEARNING
POSITIVE VALUES
SOCIAL COMPETENCIES
POSITIVE IDENTITY
Protecting Youth From High-Risk Behaviors
Assets 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.
61%
53%
42%
35%
33%
30%
19%
11%
3%
6%
1%
21%
16%
10%
3%
Problem Illicit Drug Sexual
Alcohol
Use
Activity
Use
Violence
6%
0-10 Assets
11-20 Assets
21-30 Assets
31-40 Assets
Promoting Positive Attitudes and Behaviors
In 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.
88%
87%
69%
53%
56%
53%
46%
35%
72%
69%
42%
34%
25%
27%
19%
7%
Succeeds in
School
Values
Diversity
Maintains
Delays
Good Health Gratification
0-10 Assets
11-20 Assets
21-30 Assets
31-40 Assets
From Risk To Resiliency
“Kids can walk around trouble,
if there is someplace to walk to,
and someone to walk with.”
From Urban Sanctuaries
by Milbrey W. McLaughlin, et al