Transcript Module2_ Prevention Research 2010

Prevention Research
The Substance Abuse Prevention Specialist Training
Prevention 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 theorydriven, 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?
• Identify the factors that predict substance abuse
• Explain the mechanisms through which they operate
• Identify the internal and external variables that
influence these mechanisms, including cultural factors
• Predict points to interrupt the course leading to
substance abuse
• Specify the interventions to prevent onset of substance
abuse
Activity
Risk & Protective Factors Theory
• Similar to public health model of disease prevention:
focus on decreasing risk and increasing protection
• Risk factors predict substance abuse and protective
factors can buffer risk factors
• To prevent substance abuse, reduce risk factors and
increase protective factors throughout an individual’s
life
Risk & Protective Factors Theory
Risk and protective factors:
• Can be influenced by individual, family, school, and
environmental change strategies
• Have a cumulative effect
• Occur in communities, families, schools, and individuals
and are subject to change
Risk & Protective Factors Theory
• Different adolescent health and behavior problems
share common risk factors
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Substance Abuse
Delinquency
Teen Pregnancy
School Drop-out
Violence
Depression & Anxiety
Criteria for Inclusion
as a Risk Factor
• Multiple studies
• Longitudinal
• Predictive
Community Risk Factors
• Availability of alcohol/other drugs
• Community laws and norms
favorable toward drug use
• Transitions and mobility
• Low neighborhood attachment and community
disorganization
• Extreme economic deprivation
Adolescent
Problem Behaviors
Risk Factors
Domain
Substance
Abuse
Availability of
alcohol/other
drugs
C
O
M
M
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N
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T
Y
Community laws
and norms
favorable to drug
use
Depression
& Anxiety
Delinquency
Teen
Preg.
School
Dropout
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Violence
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Transitions and
mobility
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Low
neighborhood
attachment and
community
disorganization
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Extreme
economic
deprivation
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Family Risk Factors
• Family history of substance abuse
• Family management problems
• Family conflict
• Parental attitudes and
involvement in drug use
Adolescent
Problem Behaviors
Risk Factors
Domain
Substance
Abuse
Family history
of the problem
behavior
Family
management
problems
F
A
M
I
L
Y
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Family conflict
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Favorable
parental attitudes
and involvement
in problem
behaviors
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Depression
& Anxiety
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Delinquency
Teen
Preg.
School
Dropout
Violence
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School Risk Factors
• Academic failure beginning in elementary school
• Lack of commitment to school
Adolescent
Problem Behaviors
Risk Factors
Domain
Substance
Abuse
Academic
failure
beginning n late
elementary
school
Lack of
commitment to
school
S
C
H
O
O
L
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Depression
& Anxiety
Delinquency
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Teen
Preg.
School
Dropout
Violence
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Individual/Peer
Risk Factors
• Early and persistent antisocial behavior
• Rebelliousness
• Friends who use drugs
• Favorable attitudes toward drugs
• Early initiation of drug use
• Gang involvement
• Constitutional factors
Adolescent
Problem Behaviors
Risk Factors
Domain
I
N
D
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V
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D
U
A
L
Substance
Abuse
Early and
persistent
antisocial
behavior
Rebelliousness
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Depression
& Anxiety
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Delinquency
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Teen
Preg.
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Favorable
attitudes toward
the problem
behavior
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Gang
involvement
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Constitutional
factors
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Violence
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Friends who
engage in the
problem behavior
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School
Dropout
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Protective Factors
(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 Behaviors
Healthy Beliefs
&
Clear Standards
Bonding
• Attachment
• Commitment
Opportunities
Skills
Individual
Characteristics
Recognition
Resiliency 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 Assets
Framework
• 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
Delays Gratification
Overcomes Adversity
Exhibits Leadership
Resists Danger
Healthy Behaviors
Neighborhood Boundaries
Equality & Social Justice
School Boundaries
Integrity
Community
Caring Neighborhood
Religious Community
Adult Role Models
Safety
Succeeds in School
Helps Others
Values Diversity
Maintains Good Health
Healthy Beliefs &
Clear Standards
Individual/Peer
Positive Peer Influence
Bonding
Family
Family Support
Positive Family
Communication
Honesty
Responsibility
Sense of Purpose
Positive View of
Personal Future
School
Bonding to School
School Engagement
Achievement Motivation
Opportunities
Recognition
Skills
Other Adult Relationships
Service to Others
Creative Activities
Youth Programs
Youth as Resources
Time at Home
Parental Involvement
Reading for Pleasure
Homework
Community Values Youth
Youth Given Useful Roles
Caring School Climate
High Expectations
Personal Power
Cultural Competence
Family Boundaries
Interpersonal Competence
Peaceful Conflict Resolution
Planning & Decision Making
Resistance Skills
Individual Characteristics
Personal Control Self-Esteem
Restraint
The Media and Prevention
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 Big Business
of Marketing
• The alcohol industry spends $1.5 billion on TV,
radio and print advertising each year
(Source: Children, Health and Advertising, 2002)
• The alcohol industry spends 3 times that much on
collateral promotional advertising
(Source: Federal Trade Commission)
• Annual tobacco industry marketing expenditures
nationwide total $8.4 billion ($23 million per day!)
(Source: Campaign for Tobacco Free Kids)
Alcohol Advertising to Youth
• 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)
Social Marketing
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
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
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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
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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 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 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 DISCUSSION