ScienceBased Prevention Moving Prevention Research into Practice

1
Science-Based PreventionMoving Prevention
Research into Practice
2
Center for the Application of Prevention
Technologies

• 763-427-5310 or 800-782-1878

3
Regional Map
4
Central CAPT Region
5
CAPT Mission Statement

• To bring research to practice by assisting
  state/jurisdictions and community-based
  organizations in the application of the latest
  research-based knowledge to their substance abuse
  prevention programs, practices, and policies.

6
CAPT Core Prevention Services

• Repackage, transfer, and replicate science-based
  prevention program models.
• Customize, repackage, and transfer scientifically
  defensible prevention best practices.
• Customize, repackage, and transfer scientifically
  defensible prevention promising approaches.

7
CAPT Key Terms

• MODEL PROGRAMS Prevention programs that have
  been rigorously evaluated and have repeatedly
  demonstrated positive outcomes.

8
CAPT Key Terms

• BEST PRACTICES Strategies, activities, or
  approaches which have been shown through research
  and evaluation to be effective in the prevention
  and/or delay of substance use/abuse.

9
CAPT Key Terms

• PROMISING APPROACHES Programs for which the
  level of certainty from available evidence is too
  low to support generalized conclusions, but for
  which there is some empirical basis for
  predicting that further research could support
  such conclusions.

10
Learning Objectives

• Define science-based prevention
• Describe theoretical approaches to science-based
  prevention
• Identify effective prevention principles,
  programs, strategies
• Use seven steps to build effective prevention
  programs
• Determine effectiveness of existing programs

11
What is Science-Based?

• Science-based refers to a process in which
  experts
• use commonly agreed upon criteria for rating
  research interventions
• come to a consensus that evaluation research
  findings are credible and can be substantiated
• Also referred to as evidence- or research-based.
• (Adapted from Brounstein,
  Zweig, and Gardner, 1998)

12
Definition of Science-Based Prevention

• A prevention activity is judged to be
  science-based if good researchresearch that
  has been shown to be rigorous according to a set
  of carefully defined criteriademonstrates that
  the activity is effective.Research shows
• That the activity produces the expected
  positive results, and
• That these results can be attributed to the
  activity or program rather than to other
  extraneous factors.

13
Why all the concern over scientifically-based
prevention?

• Federal and state agencies, as well as private
  funders are asking for it
• Public accountability
• The desire to improve programs
• Use what is effective
• Use limited resources wisely

14
(No Transcript)
15
(No Transcript)
16
Science-Based Programming at the local level is

• Theory-based
• Targeted
• Audience specific
• Goal-oriented
• Measurable
• Carefully implemented
• Evaluated

17
Additionally, model programs have credible,
substantiated findings that have been subjected
to critical review and have been replicated in a
variety of settings.
18
Levels of Evidence of Science-based Prevention
19
Three Major Theoretical Models
3

• Risk Factors/Protective Factors
• Developmental Assets
• Resiliency

20
(No Transcript)
21
Risk Factors/Protective Factors Approach

• Risk FactorsFive problem behaviors
• 1. Substance abuse2. Violence3. Delinquency4.
  Teen pregnancy5. School dropout

• Protective FactorsThree basic factors
• 1. Individual characteristics2. Bonding3.
  Healthy beliefs and clear standards

• Four categories of risk
• 1. Community2. Family3. School4.
  Individual/peer

22
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

23
Resiliency Approach

• Focuses on how children bounce back in the face
  of adversity
• Based largely on the work of Emmy Werner
• Includes several factors which foster resilience
  in kids
• Is a promising approach

24
Meeting Prevention Needs

• Replicating a packaged science-based program
• Adapting a science-based program
• Developing a new program

25
Six Prevention StrategiesCenter for Substance
Abuse Prevention (CSAP)
6

• Information Dissemination
• Prevention Education
• Alternative Activities
• Community-based Processes
• Environmental Approaches
• Problem Identification and Referral

26
Information Dissemination

• Complementary to more intensive / interactive
  approaches
• Appeal to youth motives
• Choice air times
• Target audience
• Avoid authority figures exhortations

27
Prevention Education

• Combine information, skills, protective factors
• Interactive, intense, with booster sessions
• Peer-led components
• Provide social skills training practice
• Involve parents individually with students

28
Alternatives

• May be more effective with high-risk youth
• Intense programs with variety
• Component of integrated comprehensive strategy
• Community service, mentoring, recreation,
  cultural activities

29
Community-based Processes

• Utilize multi-agency activities interagency
  coordination
• Clear purpose, appropriate planning, commitment
  to results
• Active participation by meeting members needs
• Leadership essential
• Appropriate roles for paid staff
• Implement proven effective strategies to achieve
  outcome-based goals
• Effectiveness based on strategies not structure

30
Environmental Approaches

• Individualized environment
• Seek to socialize, instruct, guide, counsel
  children to increase their resistance to health
  risks
• Shared environment
• Support healthy behavior, prevent risky behavior
  for all children
• Environmental strategies
• Price interventions, minimum -purchase-age,
  deterrence, location density, counter-ads

31
Problem Identification and Referral

• Estimate accurately youth who justify
  intervention
• Ensures appropriate referral to meet needs
• Realize relationship between substance use
  other health problems.
• Risk of exposure to other deviant behaviors
• Brief interventions appear promising

32
Multiple Efforts

• Prevention strategies showing greatest promise of
  effectiveness focus on change at multiple levels
• Individuals
• Family
• School
• Communities

33

• The expected impact of any single prevention
  program is likely to be limited and difficult to
  isolate.
• Classroom-based prevention, in isolation from
  other prevention approaches, has been
  consistently demonstrated to have limited impact.

34
Social Influences Model

• School classroom prevention programs appear to be
  most effective if based on the social influences
  model for primary prevention.

35
Elements of the Social Influences Model

• Short-term consequences
• Reasons for using and not using
• Accurate information about peer norms
• Influence of advertising
• Resistance skills
• Effects of substance use in community
• Public commitment to refrain from use

36
Common Attributes of Effective Approaches

• Interactivity
• Cultural relevance
• Intensity and duration
• Presenter peers cross age mentors
• Message accuracy relevance

Credibility of
37
Shifting Focus

• Environmental approaches to prevention are
  demonstrating a reduction in certain alcohol,
  tobacco, and other drug related behavior and
  problems.
• Emerging evidence supporting the concepts of
  resiliency and asset development is growing.

38
A Summary of SDFSCA Principles of Effectiveness

• 1. Base program on an assessment of data about
  local drug and violence problems.
• 2. Design program to meet measurable goals and
  objectives.
• 3. Implement programs based on research or
  evaluation that provide evidence that these
  programs prevent or reduce drug use, violence or
  disruptive behavior.
• 4. Evaluate programs to assess progress toward
  achieving goals and objectives and improve
  program efforts.

39
ONDCP Principles

• Address risk and protective factors
• Use approaches proven to be effective
• Intervene early
• Intervene in appropriate settings and domains
• Manage programs effectively

40
7 Steps to Building a Successful Prevention
Program

• 1. Increase the readiness of the community
• 2. Assess the levels of risk factors and
  protective factors in the community
• 3. Translate data into priorities
• 4. Examine the resources in the community that
  are reducing risk factors and increasing
  protective factors

41
7 Steps (continued)

• 5. Target efforts
• 6. Use best practices and guiding principles
• 7. Evaluate

42
Step 1. Assess Community Readiness

• Definition Community readiness is the extent to
  which a community is adequately prepared to
  implement a drug abuse prevention program.
• Community readiness can be objectively assessed
  and systematically enhanced.

43
Step 2. Conduct a Community Assessment

• A community assessment is a systematic process
  for examining the current conditions of a
  situation (such as substance abuse) and to
  identify the level of risk and protection in your
  community.
• Why do it?
• How do you do it?

44
Step 3. Translate Data into Priorities

• Once you have completed the collection and
  analysis of the data, it is time to prioritize
  which risk and protective factors need to be
  addressed in your community.

45
Step 4 Conducting a Resource Assessment

• A resource assessment is a systematic process for
  examining the current resources in your community
  which are reducing risk factors and increasing
  protective factors.
• It answers the question Whats going on in my
  community?

46
Step 5. Select Your Target Population

• Determine what type of population your
  program/strategies should reach universal,
  selective, or indicated.

47
Types of Populations

• Universal Designed to prevent precursors of drug
  use or initiation of use in a general population.
• Selective Designed to target subsets of the
  population considered to be groups at risk for
  drug use.
• Indicated Created for participants who are
  already manifesting drug use initiation or
  precursors of drug use.

48
Step 6. Best Practices and Guiding Principles

• Once you have completed Steps 1-5, it is time to
  determine what programs/strategies need to be in
  place in your community.
• It is important to build upon the knowledge and
  research that exists, so that we dont reinvent
  the wheel.

49
Step 7. Evaluate

• Evaluation is Systematic efforts to collect,
  analyze, and use program information for multiple
  purposes.
• Consider both process and outcome data and plan
  from the beginning.

50
Exercise

• Place program on matrix
• Place critics evaluation on the matrix
• Explain discrepancies between your evaluation and
  your critics
• Note how you could move your program more to the
  right
• Address obstacles
• Note action steps

51
Web Site - www.ccapt.org