2. This training was developed under the Substance Abuse and Mental Health Services Administration’s (SAMHSA) Center for the Application of Prevention Technologies contract. Reference #277-08-0218. For training use only. 2

3. 3

4. An Introduction to the SAPST 4

5. Introductions What is your name?What is your job?How many years have you worked in prevention?What field do you come from? 5

6. SAPST Agenda Setting the Foundation: From Theory to Practice Session 1 Strategic Prevention Framework (SPF): Assessment & Capacity Session 2 SPF: Capacity (continued), Cultural Competence, & Planning Session 3 SPF: Sustainability, Implementation & Evaluation Bringing it All Together Session 4 6

7. Training Overview and Expectations Information Sheet 1.1 SAPST Overview What are your expectations for this training? What do you hope to gain from this training? 7

8. Our Learning Environment WHAT GUIDELINES DO WE NEED SO THAT EVERYONE… Feels comfortable during this training? Has the opportunity to learn and share? 8

9. Holding Pen  Questions to be addressed later in the training  Questions to be addressed outside of the training 9

10. Session 1 Agenda 1. An Introduction to the SAPST – Training Overview and Logistics 2. Setting the Foundation: From Theory to Practice – Behavioral Health Continuum of Care Public Health Approach Risk and Protective Factors Developmental Perspective Introduction to Strategic Prevention Framework 10

11. Session 1 Learning Objectives Explain the Continuum of Care Identify the key characteristics of the public health approach Describe risk and protective factors in multiple contexts and from the developmental perspective Summarize the Strategic Prevention Framework 11

12. Setting the Foundation: From Theory to Practice 12

13. Pre –Colonial = traditional life at its fullest and purest. 1842 = Colonial/Non-Native contact changed Native American lives Continued change with broken treaties, forced to land that was not sacred to respective tribes, minimized in society, beginning of health disparities/diseases Native American History 13

14. ACTIVITY – Decades Information Sheet 1.2: Timeline of Alcohol and Drug Abuse Prevention  Get into groups based on the decade you graduated from high school: 1950s, 1960s, 1970s, 1980s, 1990,s 2000s.  In your groups answer the following questions: o What are some of the messages you received about wellness and emotional well-being when you were growing up? o What types of prevention programs do you recall participating in? What were the messages delivered in these programs? o What were some of the messages you received about substance abuse when you were growing up? o How do these experiences affect your attitude and current approach to addressing substance use?  Assign someone to report out. 14

15. What is Behavioral Health? A state of mental/emotional being and/or choices and actions that affect wellness Information Sheet 1.3: Behavioral Health 15

16. Dimensions of Wellness Information Sheet 1.4: Dimensions of Wellness Worksheet 1.5: Your Dimensions 16 EMOTIONALFINANCIALSOCIALSPIRITUALOCCUPATIONALPHYSICAL INTELLECTUAL ENVIRONMENTAL

17. Continuum of Care Information Sheet 1.6: Continuum of Care Case Identification Standard Treatment Long-term Treatment After-care and Rehabilitation Indicated Selective Universal Promotion Prevention Promotion Treatment Maintenance Promotion 17

18. Promotion Case Identification Standard Treatment Long-term Treatment After-care and Rehabilitation Indicated Selective Universal Promotion Prevention Promotion Treatment Maintenance Promotion 18

19. Prevention Case Identification Standard Treatment Long-term Treatment After-care and Rehabilitation Indicated Selective Universal Promotion Prevention Promotion Treatment Maintenance Promotion 19

20. 20 Universal, Selective, Indicated 20

21. ACTIVITY – U, S, or I? Worksheet 1.7: Continuum of Care – U, S, or I?  Complete Worksheet 1.7: Continuum of Care – U, S, or I?  Review answers as a large group. Universal Selective Indicated 21

22. Treatment and Maintenance Case Identification Standard Treatment Long-term Treatment After-care and Rehabilitation Indicated Selective Universal Promotion Prevention Promotion Treatment Maintenance Promotion 22

23. Public Health: Key Characteristics Promotion and prevention Population based Risk and protective factors Multiple contexts Developmental perspective Planning process 23

24. The Fish or the Pond? 24

25. Risk Factor A characteristic at the biological, psychological, family, community, or cultural level that precedes and is associated with a higher likelihood of problem outcomes 25

26. Protective Factor A characteristic at the individual, family or community level that is associated with a lower likelihood of problem outcomes 26

27. Increasing Protective Factors Decreasing Risk Factors 27

28. 28

29. Multiple Contexts Family Individual Community Society 29

30. ACTIVITY – 10 Factors  On your own, think of up to 5 factors that could put a person at risk for substance abuse—either individual characteristics or factors related to family, or school/community. Write one on each post-it note.  On the wall are 6 sheets of paper with separate headings for individual, family, and school/community risk and protective factors. Put your 5 risk factors on the appropriate paper.  Then write down on five separate post-it notes up to 5 factors that could protect a person from substance abuse and build their resilience. When you are done put them on the appropriate paper.  In small groups, review the post-it notes on your assigned sheet of paper and organize the factors, looking for similarities and differences.  Each group will summarize and report out. 30

31. Is there evidence? Evidence-based Risk and Protective Factors Information Sheet 1.8: Risk and Protective Factors 31

32. Shared Risk and Protective Factors Information Sheet 1.9: Shared Risk and Protective Factors Context/Domain Risk Factors for Both Substance Abuse and Mental Health Problems Individual Aggression/Hostility to peers Family Parental substance abuse Community Chronic community disorganization and stress (crime, economy) 32

33. Developmental Perspective Information Sheet 1.10: Developmental Perspective painting from Yukon artist Nathalie Parenteau 33

34. A Work in Progress 34

35. Review: Public Health Questions What? Substance abuse and other behavioral health problems Who?The population that is the focus of the intervention(s) When? Developmental stage of the focus population Where? Contexts that influence health Why? Risk and protective factors How? Strategic Prevention Framework Information Sheet 1.11: A Public Health Approach 35

36. 36

37. Strategic Prevention Framework 37

38. Review: Learning Objectives Explain the Continuum of Care Identify the key characteristics of the public health approach Describe risk and protective factors in multiple contexts and from the developmental perspective Summarize the Strategic Prevention Framework 38

39. Questions or comments? 39

40. 40 References 1 Substance Abuse and Mental Health Services Administration. (2011). Leading change: A plan for SAMHSA’s role and actions 2011–2014 (HHS Publication No. (SMA) 11-4629). Rockville, MD: Author. 2 National Prevention Council. (2011). National prevention strategy: America’s plan for better health and wellness. Washington, DC: U.S. Department of Health and Human Services, Office of the Surgeon General. 3 Substance Abuse and Mental Health Services Administration. (2011). Leading change: A plan for SAMHSA’s role and actions 2011-2014 (HHS Publication No. (SMA) 11-4629). Rockville, MD: Author. 4 Substance Abuse and Mental Health Services Administration. (2011, September 15). About SAMHSA’s wellness efforts [Website]. Retrieved from http://www.promoteacceptance.samhsa.gov/10by10/default.aspx 5 World Health Organization. (n.d.) Health promotion [Website]. Retrieved from www.who.int/topics/health_promotion/en 6 National Research Council and Institute of Medicine. (2009). Preventing mental, emotional, and behavioral disorders among young people: Progress and possibilities (O’Connell, M. E., Boat, T., & Warner, K. E., Eds.). Washington, DC: National Academies Press. 7 National Research Council and Institute of Medicine. (2009). Preventing mental, emotional, and behavioral disorders among young people: Progress and possibilities (O’Connell, M. E., Boat, T., & Warner, K. E., Eds.) (p. 68). Washington, DC: National Academies Press. 8 National Research Council and Institute of Medicine. (2009). Preventing mental, emotional, and behavioral disorders among young people: Progress and possibilities (O’Connell, M. E., Boat, T., & Warner, K. E., Eds.) (p. 69). Washington, DC: National Academies Press. 9 National Research Council and Institute of Medicine. (2009 Preventing mental, emotional, and behavioral disorders among young people: Progress and possibilities (O’Connell, M. E., Boat, T., & Warner, K. E., Eds.). Washington, DC: National Academies Press. 10 National Research Council and Institute of Medicine. (2009). Preventing mental, emotional, and behavioral disorders among young people: Progress and possibilities (O’Connell, M. E., Boat, T., & Warner, K. E., Eds.). 1Washington, DC: National Academies Press.

41. 41 References (cont.) 11 National Research Council and Institute of Medicine. (2009). Preventing mental, emotional, and behavioral disorders among young people: Progress and possibilities (O’Connell, M. E., Boat, T., & Warner, K. E., Eds.). Washington, DC: National Academies Press. 12 National Research Council and Institute of Medicine. (2009). Preventing mental, emotional, and behavioral disorders among young people: Progress and possibilities (O’Connell, M. E., Boat, T., & Warner, K. E., Eds.). Washington, DC: National Academies Press. 13 National Research Council and Institute of Medicine. (2009). Preventing mental, emotional, and behavioral disorders among young people: Progress and possibilities (O’Connell, M. E., Boat, T., & Warner, K. E., Eds.). Washington, DC: National Academies Press. 14 Committee for the Study of the Future of Public Health, Division of Health Care Services. (1988). The Future of Public Health. Washington, DC: The National Academies Press. 15 National Research Council and Institute of Medicine. (2009). Preventing mental, emotional, and behavioral disorders among young people: Progress and possibilities (O’Connell, M. E., Boat, T., & Warner, K. E., Eds.) (pp 81–82). Washington, DC: National Academies Press. 16 National Research Council and Institute of Medicine. (2009). Preventing mental, emotional, and behavioral disorders among young people: Progress and possibilities (O’Connell, M. E., Boat, T., & Warner, K. E., Eds.) (p. 81). Washington, DC: National Academies Press. 17 National Research Council and Institute of Medicine. (2009). Preventing mental, emotional, and behavioral disorders among young people: Progress and possibilities (O’Connell, M. E., Boat, T., & Warner, K. E., Eds.). Washington, DC: National Academies Press; Substance Abuse and Mental Health Services Administration. (2011). Leading change: A plan for SAMHSA’s role and actions 2011–2014 (HHS Publication No. (SMA) 11-4629). Rockville, MD: Author.