1. The Tie to Academic Achievement
Substance Use
&
The Tie to Academic Achievement
Region One ESC Clara Cáceres Contreras

2. Prevention
“The active process of creating conditions and attributes that promote the well-being of people.”
-SAMSHA and OJJDP
Three categories of prevention:
Universal: target population is general (address entire school/ deter ATOD use)
Selective: high risk group (students who are at risk of academic failure)
Indicated: target is high risk individual (provide coordinated, sustained child and family focused services for students with intensive levels of need) showing signs of ATOD abuse

3. Continuum of Care

4. 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)

5. 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.
According to the best estimates available, society realizes total quantifiable benefits of $840 from one average student’s participation in drug prevention. By comparison: the cost of one student’s participation is $150 (About 95% of the time, the benefits = $300. (tobacco, marijuana, cocaine)

6. 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]

7. 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
Damage to the prefrontal cortex can retard an individual’s decision-making ability
89% of principals think their campus is drug free compared to only 34% of students (a major difference in perception)

8. 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]

9. 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
SDFS Funds are to be used to support what is proven to work.
Emphasis on data to assess needs, establish priorities, to target performance goals, and to measure progress toward achieving those goals.
Prevention science has advanced to include a range of adolescent problem behaviors predicated by certain risks. Risk and protective factors are the unifying and predictive framework.

10. 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

11. 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.

12. Prevalence of Academic Success by Number of Risk and Protective Factors
KS, WA, OR, IL, UT, ME with the addition of CO
Report highest grades: those students with the most protective factors
50,000 + kids in KS

13. Public Health: Prevention Model
The Prevention of Heart Disease is an example of Risk and Protection Focused Prevention.
Protection includes
Exercise
Diet high in fruits and vegetables
Risks include
Smoking
High fat diet
High cholesterol

14. 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
Information dissemination: increases knowledge and changes attitudes through activities, discussions, distribution of information to students and employees (about community resources)
Alternatives: offer opportunities for participation in developmentally appropriate activities (protective)
Problem identification: refers individuals for assessment and intervention
Environmental: school wide strategies, address factors external to individuals/ SW discipline strategies: most effective violence prevention

15. 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
20 years of research: based upon a simple premise: to prevent a problem from happening, we need to identify the factors that increase the risk of the problem developing and then we need to find ways to reduce the risks.
Based upon the work of J. David Hawkins and Joseph Catalano, beginning in the early 80s: they found an interrelationship between adolescent drug use, delinquency, school drop out, teen pregnancy, and violence and associated risks.

16. Comprehensive Prevention Programs
Prevention 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.
What does a comprehensive program look like?
CSAP: a comprehensive approach employs 6 strategies
Information dissemination,
prevention education (classroom, small groups, parent classes, peer leader programs)
Alternatives: afterschool programs, youth/adult leadership activities, community recreation centers
Problem identification: student assistance programs, SIT, intervention programs associated with disciplinary offenses
Community capacity building: school-community training and planning
/Community norms and policies: establishing and reviewing school ATOD policies, merchant vendor training
6. Environmental strategies
Parent involvement activities

17. 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

18. 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

19. Risk Factors Areas in a young person’s life to look at: Community
Family
School
Peers
Characteristics/Temperament of the Young Person

20. Predict Increased Likelihood of Five Problem Behaviors:
Risk Factors
Predict Increased Likelihood of Five Problem Behaviors:
Alcohol & Other Drug Use
Delinquency
School Dropout
Teen Pregnancy
Violent Behavior
Why these risk and protective factors: show through at least 2 published, well designed research projects

21. Protective Factors Must:
Buffer the Effects of Risk Exposure
Demonstrate Results in Multiple Studies
Demonstrate Results in Longitudinal Studies
Team of researchers found that some children exposed to multiple risk factors manage to avoid behavior problems later even though they were exposed to the same # of risks as children who developed problem behaviors. Based upon this research, they identified protective factors that buffer children form the effects of high risk exposure.

22. Protective Factors Healthy Beliefs & Clear Standards Bonding
Pro-Social Opportunities
Competencies & Skills
Reinforcement for Pro-Social Involvement
Individual Characteristics (Intelligence & Temperament)

23. School Risk Factors Academic Failure
beginning in late elementary grades (4-6), 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.
Connectedness: students who feel connected to school are less likely to engage in problem behavior (ATOD, violence, emotional distress, pregnancy
School climate is critical in students sense of connectedness: fair and consistent discipline policies, school size not class size matters, classroom management, integrated social groups (gender and racial)
Expectations are clear for individual responsibility, students are actively involved in classroom management, discipline is authoritative not authoritarian

24. 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

25. 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?
National Institute of Drug Abuse: Preventing Drug Use among Children and Adolescents– A Research-based Guide
Basic principles derived from 20 yrs of research on the effectiveness of effective drug abuse prevention interventions

26. 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)

27. Effective Prevention Programming: NIDA Principles
Principles for School-based programs:
Do the Programs Foster Pro-Social Bonding to the School and Community?

28. 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

29. 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”

30. 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

31. 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

32. What Works… Violence Prevention
Key elements include:
Physical and Administrative Changes to Promote Positive School Climate
Interactive Teaching
Developmentally Appropriate Interventions
Teacher Training

33. 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

34. NCLB Principles Principles of Effectiveness Comprehensive Approach
Science Based Programming
Collaboration

35. 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.

36. 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.

37. 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.
Incidence: A measure of the #/% of people who have initiated a behavior during a specific period of time
How old were you when you first drank…
Prevalence: A measure #/% of people behaving in a certain way during a specified period of time
In the past 30 days, on how many days have you had at least one drink?
In the past 12 months, how often have you been involved in a physical fight on school grounds?

38. 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?

39. 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?

40. 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?

41. 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
Assumption: If students and staff develop better methods of managing behavior and resolving conflicts, then the school climate will improve and there will be fewer fights at school

42. 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

43. Needs Assessment Data Risk Factors Targeted for Reduction
Reduce Alienation and Rebelliousness
Reduce Rewards for Anti-Social Behaviors

44. 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

45. 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.

46. 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.

47. 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
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)

48. 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
Assumption: if students develop skills and attitudes for resisting alcohol (ATOD) then ATOD problems at ___ High School will be reduced

49. Needs Assessment Data Protective Factors Targeted for Enhancement:
Increase social skills
Increase opportunities & rewards for positive involvement in school & the community

50. 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.

51. 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

52. 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

53. 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

54. 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

55. Community Risk Factors
Adolescent Problem Behaviors
Substance Abuse
Teen Pregnancy
School Drop-Out
Delinquency
Violence
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

56. Adolescent Problem Behaviors
Family Risk Factors
Adolescent Problem Behaviors
Substance Abuse
Teen Pregnancy
School Drop-Out
Delinquency
Violence
Family History of the
Problem Behavior
Family Management Problems
Family Conflict
Favorable Parental Attitudes
And Involvement in the
Problem Behavior

57. Peer & Individual Risk Factors
Substance Abuse
Adolescent Problem Behaviors
School Drop-Out
Teen Pregnancy
Delinquency
Violence
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

58. Adolescent Problem Behaviors
School Risk Factors
Adolescent Problem Behaviors
Substance Abuse
Teen Pregnancy
School Drop-Out
Delinquency
Violence
Academic Failure Beginning
In Late Elementary School
Lack of Commitment
To School

59. Critical & Creative Thinking Environmental 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
This slide is a visual to help participants see that “resiliencies” are those skills the kids need to help them respond to adversity or stress in a positive way.
Bonnie Benard, a nationally known expert in the area of resiliency and protective factors began her study of this body of research about 10 years ago. Bonnie is not a researcher, she is a “synthesizer.” She studied all the literature and wrote a paper explaining the specific attributes which have been consistently identified in the literature as describing the resilient child. Bonnie identified four areas - Autonomy, Social Competence, Problem Solving Skills, Sense of Purpose and Future. We at Rainbow Days added a fifth - Interdependence - based on our experience and our review of literature.
We are going to review all five and discuss how the curriculum works to teach or enhance each area.

60. (Kid, Youth, Play, Parent & Faith Connection)
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.

61. The Assets Are Grouped Into Eight Categories:
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

62. 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.
10% 3%
21%
35% 1%
11%
61%
33%
16% 6%
19%
42%
53%
30%

63. 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.
69%
88%
46%
42%
87%
35%
27%
25%
56%
53%
34%
72% 7%
19%

64. From Risk To Resiliency
“Kids can walk around trouble, if there is someplace to walk to,
and someone to walk with.”
I believe this quote is a great goal of any prevention program. Let’s give our kids someplace to walk to and someone to walk with.
From Urban Sanctuaries
by Milbrey W. McLaughlin, et al