1. Through Our Eyes... Dr. Judi Kosterman

2. Prevention History 1960’s... “BIG Problem!” 1970’s... “Not enough information!” 1980’s... “Maybe it’s skills?!” 1990’s... “Information + skills?” Model Programs Model Programs 2000.... Evidence-Based Science to Practice Science to Practice Practice to Science Practice to Science SPF … Systems SPF … Systems

3. No Use Use Abuse Dependency 100% 90% 50% 15% 0% The Problem

4. No Use Use Abuse Dependency 100% 90% 50% 15% 0% ---------Decision-Making-----------------/--Disease--

5. The Solution No Use Use Abuse Dependency 100% 90% 50% 15% 0% Awareness Education Early Identification Intervention Assessment Referral Services Support for Recovery ---------Decision-Making------------------/--Disease-- A PREVENTION SYSTEM

6. The National “Prevention” Dialogue The Voices... Government Government Office of National Drug Control Policy (ONDCP) Office of National Drug Control Policy (ONDCP) Center for Substance Abuse Prevention (CSAP) Center for Substance Abuse Prevention (CSAP) Department of Education (DOE) Office of Safe and Drug Free Schools Department of Education (DOE) Office of Safe and Drug Free Schools The National Institutes... NIDA, NIAAA The National Institutes... NIDA, NIAAA Academia Academia Universities Universities Researchers Researchers Practitioners Practitioners Coalitions Coalitions Educators Educators Juvenile Justice Professionals Juvenile Justice Professionals Social Service Providers (Treatment, etc.) Social Service Providers (Treatment, etc.) Youth Specialists Youth Specialists Parents Parents

7. A Prevention Perspective White House Office of National Drug Control Policy (ONDCP) Office of National Drug Control Policy (ONDCP) GOAL #1: Stop drug use before it starts. Demand Reduction / Prevention PME’s: Address appropriate risk and protective factors for substance abuse in a defined population. Address appropriate risk and protective factors for substance abuse in a defined population. Use approaches that have been shown to be effective. Use approaches that have been shown to be effective. Intervene early at important stages and transitions in appropriate settings and domains. Intervene early at important stages and transitions in appropriate settings and domains. Manage programs effectively. Manage programs effectively. Photo of the Presidential Seal |

8. Hawkins & Catalano, SDRG UW

9. A Prevention Perspective National Institute on Drug Abuse (NIDA) Principles of Effectiveness Thirteen (13) principles identified through their ongoing research... Thirteen (13) principles identified through their ongoing research...

10. A Prevention Perspective Principles of Effectiveness identified through the research of the National Institute on Drug Abuse (NIDA): Prevention programs should be designed to enhance protective factors and move toward reversing or reducing known risk factors. Prevention programs should be designed to enhance protective factors and move toward reversing or reducing known risk factors. Prevention programs should be designed to enhance the 40 Developmental Assets to strengthen internal assets needed to reduce or illuminate the demand for drugs. Prevention programs should be designed to enhance the 40 Developmental Assets to strengthen internal assets needed to reduce or illuminate the demand for drugs. Prevention programs should address all forms of drug abuse, alone or in combination, including the underage use of legal drugs (e.g., tobacco or alcohol): the use of illegal drugs (e.g., marijuana or heroin); and the inappropriate use of legally obtained substances (e.g., inhalants), prescription medications, or over-the-counter drugs. Prevention programs should address all forms of drug abuse, alone or in combination, including the underage use of legal drugs (e.g., tobacco or alcohol): the use of illegal drugs (e.g., marijuana or heroin); and the inappropriate use of legally obtained substances (e.g., inhalants), prescription medications, or over-the-counter drugs. Prevention programs should address the type of drug abuse problem in the local community, target modifiable risk factors, and strengthen identified protective factors. Prevention programs should address the type of drug abuse problem in the local community, target modifiable risk factors, and strengthen identified protective factors. Prevention programs should be tailored to address risks specific to population or audience characteristics, such as age, gender and ethnicity, to improve program effectiveness. Prevention programs should be tailored to address risks specific to population or audience characteristics, such as age, gender and ethnicity, to improve program effectiveness. Family-based prevention programs should enhance family bonding and relationships and include parenting skills; practice in developing, discussing, and enforcing family policies on substance abuse; and training in drug education and information. Family-based prevention programs should enhance family bonding and relationships and include parenting skills; practice in developing, discussing, and enforcing family policies on substance abuse; and training in drug education and information. Prevention programs can be designed to intervene as early as preschool to address risk factors for drug abuse, such as aggressive behavior, poor social skills, and academic difficulties. Prevention programs can be designed to intervene as early as preschool to address risk factors for drug abuse, such as aggressive behavior, poor social skills, and academic difficulties. Prevention programs for elementary school children should target improving academic and social-emotional learning to address risk factors for drug abuse, such as early aggression, academic failure and school dropout. Education should focus on the following skills: self-control, emotional awareness, communication, social problem solving, and academic support. Prevention programs for elementary school children should target improving academic and social-emotional learning to address risk factors for drug abuse, such as early aggression, academic failure and school dropout. Education should focus on the following skills: self-control, emotional awareness, communication, social problem solving, and academic support. Prevention programs for middle or junior high and high school students should increase academic and social competence with the following skills: study habits and academic support, communication, peer relationships, self-efficacy and assertiveness, drug resistance skills, reinforcement of anti-drug attitudes and strengthening of personal commitments against drug abuse. Prevention programs for middle or junior high and high school students should increase academic and social competence with the following skills: study habits and academic support, communication, peer relationships, self-efficacy and assertiveness, drug resistance skills, reinforcement of anti-drug attitudes and strengthening of personal commitments against drug abuse. Prevention programs aimed at general populations at key transition points, such as the transition to middle school can produce beneficial effects even among high-risk families and children. Such interventions do not single out risk populations and, therefore, reduce labeling and promote bonding to school and community. Prevention programs aimed at general populations at key transition points, such as the transition to middle school can produce beneficial effects even among high-risk families and children. Such interventions do not single out risk populations and, therefore, reduce labeling and promote bonding to school and community. Community prevention programs that combine two or more effective programs, such as family-based and school-based programs, can be more effective than a single program alone. Community prevention programs that combine two or more effective programs, such as family-based and school-based programs, can be more effective than a single program alone. Community prevention programs reaching populations in multiple settings – for example, schools, clubs, faith-based organizations, and the media – are most effective when they present consistent, community-wide messages in each setting. Community prevention programs reaching populations in multiple settings – for example, schools, clubs, faith-based organizations, and the media – are most effective when they present consistent, community-wide messages in each setting. When communities adapt programs to match their needs, community norms, or differing cultural requirements, they should retain core elements of the original research-based intervention which include: structure, content and delivery. When communities adapt programs to match their needs, community norms, or differing cultural requirements, they should retain core elements of the original research-based intervention which include: structure, content and delivery. Prevention programs should be long-term with repeated interventions to reinforce the original prevention goals. Research shows that the benefits from middle school prevention programs diminish without follow-up programs in high school. Prevention programs should be long-term with repeated interventions to reinforce the original prevention goals. Research shows that the benefits from middle school prevention programs diminish without follow-up programs in high school. Prevention programs should include teacher training on good classroom management practices, such a rewarding appropriate student behavior. Such techniques help to foster students’ positive behavior, achievement, academic motivation and school bonding. Prevention programs should include teacher training on good classroom management practices, such a rewarding appropriate student behavior. Such techniques help to foster students’ positive behavior, achievement, academic motivation and school bonding. Prevention programs are most effective when they employ interactive techniques, such as peer discussion groups and parent role- playing, that allow for active involvement in learning about drug abuse and reinforcing skills. Prevention programs are most effective when they employ interactive techniques, such as peer discussion groups and parent role- playing, that allow for active involvement in learning about drug abuse and reinforcing skills. Research-based prevention programs can be cost-effective. Similar to earlier research, recent research shows that for each dollar invested in prevention, a savings of up to $10 in treatment for alcohol or other substance abuse can be seen. Research-based prevention programs can be cost-effective. Similar to earlier research, recent research shows that for each dollar invested in prevention, a savings of up to $10 in treatment for alcohol or other substance abuse can be seen.

11. NIDA Principles of Effectiveness 1. Protective Factors 2. Developmental Assets 3. All forms of drug abuse 4. Local 5. Tailored 6. Family-based 7. Intervene early 8. Address elementary academic failure 9. Address middle academic and social competence 10. Key transition points 11. Combine programs 12. Multiple settings 13. Community adaptations 14. Long term 15. Teacher training and classroom management 16. Interactive techniques 17. Cost-effective

12. A Prevention Perspective US Department of Education (DOE) Office of Safe and Drug-Free Schools & Communities (SDFSC) “What they said!”... DOE has deferred to CSAP, NIDA & ONDCP... DOE has deferred to CSAP, NIDA & ONDCP

13. SDFSC Principles of Effectives Principle 1: Assessments Base a SDFSC Program on an assessment of objective data concerning the drug and violence problems in the schools and communities served. Principle 2: Performance Measures Establish a set of performance measures aimed at ensuring that schools and communities served have a safe, orderly and drug-free learning environment, with the assistance of local or regional consultation with required representation, which includes community representatives. Principle 3: Scientifically-Based Research Design and implement SDFSC activities for youth based on scientifically-based research that provides evidence that the strategies used prevent or reduce drug use and violence. Principle 4: Analysis of Factors Base a SDFSC program on an analysis of the prevalence of risk and protective factors, buffers, assets, or other variables in schools and communities in the state identified through scientifically-based research. Principle 5: Consultation Include meaningful and ongoing consultation with, and input from, parents to the development of the application and administration of the SDFSC program. Principle 6: Evaluation Evaluate drug and/or violence prevention periodically to assess progress and change toward achieving established performance measures. The evaluation results shall be used to refine, improve and strengthen a program, and shall also be made available to the public upon request with public notice of such availability provided.

14. A Prevention Perspective Center for Substance Abuse Prevention (CSAP) History... National Registry of Effective Prevention Programs NREPP NREPP Promising … Effective … Model Programs “Closed” 2003 > SAMHSA’s NREPP 2008 “Closed” 2003 > SAMHSA’s NREPP 2008

15. A Prevention Perspective Currently... Strategic Prevention Framework

16. State Government Prevention Partners and Federal Funding Picture

17. Is there any common ground? All the positions in the dialogue on prevention are based on the same tenet: All are seeking to change the problem picture by creating a solution. All are seeking to change the problem picture by creating a solution.

18. One More Prevention Perspective... Rather than our Rear View Mirror, Let’s use our Prevention Windshield!

19. A Prevention System... No Use Use Abuse Dependency 100% 90% 50% 15% 0% Awareness Education Early Identification Intervention Assessment Referral Services Support for Recovery ---------Decision-Making------------------/--Disease-- How Do You See it?

20. A Prevention System Must include CLEAR... Goals Goals Roles Roles Processes Processes