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Alameda Unified School District Healthy Kids Review Elementary

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Alameda Unified School District Healthy Kids Review (Elementary) Chelsea ... Alameda CHKS cont. Data collected and compared from surveys taken in 2005 and 2007 ... – PowerPoint PPT presentation

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Title: Alameda Unified School District Healthy Kids Review Elementary


1
Alameda Unified School District Healthy Kids
Review(Elementary)
  • Chelsea A. Quann

2
California Healthy Kids Survey(CHKS)
  • Assessing health-risk behaviors and promoting
    youth wellness and school success
  • The CHKS is an integral part of efforts to
    improve student academic performance, enhance
    youth assets, and promote positive youth
    development.

3
Alameda CHKS cont.
  • Data collected and compared from surveys taken in
    2005 and 2007
  • Primary level 5th grade students
  • 2005 61 participation (463 students surveyed)
  • 2007 66 participation (500 students surveyed)

4
Whats Working?
  • Table 2. Fifth Grade Results for SDFSCA/TUPE
    Performance Indicators Recommended by CDE,
    Two-Year Comparison
  • Spring 2005 Spring 2007
  • Protective Factors
  • The percentage of students that report high
    levels of caring
  • relationships with a teacher or other adult at
    their school 61 56
  • The percentage of students that report high
    levels of high
  • expectations from a teacher or other adult at
    their school 57 59
  • The percentage of students that report high
    levels of school
  • connectedness at their school (Total School
    Assets) 47 50

5
Wellness Policy
  • What is the Wellness policy?
  • The districts Wellness Policy was adopted to
    foster wellness among students and staff in the
    Alameda Unified School District and provide a
    coordinated school health program. The Wellness
    Policy is federally mandated and is comprised of
    9 different elements, Comprehensive Health
    Education Physical Education, Physical Activity
    and Athletics Health Service Nutrition
    Services Mental Health and Social Services
    Healthy School Environment Health Promotion for
    Staff Family, School and Community Partnerships
    Implementation and Evaluation (BP 5030). The
    Wellness Policy was written and developed by
    community members, teachers, staff, parents, and
    students. The policy was adopted by the Board of
    Education in June of 2006 and complies with both
    federal and state mandates, including the
    California Department of Education Health
    Framework.

6
Which Areas Need Improvement?
  • SUBSTANCES Use Perceptions
  • Lack of prevention intervention programs

7
Significant Change
  • Comparison data between 2005 and 2007 survey
    years
  • Looking at criteria that had a change of 5 or
    more

8
Alcohol Use among 5th Graders
  • Ever used alcohol?
  • 2005 25
  • 2007 32
  • 7 INCREASE over 2 years

9
Perceived Harm of Alcohol
  • Belief that alcohol is very bad for ones health.
  • 2005 73
  • 2007 64
  • 9 decrease over two years

10
Perceived Harm of Marijuana
  • Belief that marijuana is very bad for ones
    health
  • 2005 95
  • 2007 89
  • 6 decrease over two years
  • Excludes students who answered I dont know
    what marijuana is.

11
What are the risks?
  • Those who experiment with substances (even once)
    at such a young age are at risk for later
    involvement. Students who begin using
    alcohol/cigarettes/marijuana in elementary school
    are 5x more likely as their peers to use in
    middle school. (Wilson et al., 2002)
  • Perceptions of high harm/risk associated with
    lower rates of use over time

12
Risks
  • Substance use in youth adolescence associated
    with
  • Declining grades
  • School absenteeism
  • Dropouts
  • Cognitive and behavioral problems experienced by
    youth/adolescents using substances may affect
    academic performance
  • Developmental Problemsuse may negatively impact
    formation of a strong self-identity, emotional
    and intellectual growth, establishment of a
    career, and the development of rewarding personal
    relationships.

13
What can we do?
  • Education about the potential risks and harm of
    alcohol and marijuana
  • Primary prevention programs at the elementary
    level

14
Prevention Programs
  • Early use of ATOD is associated with greatly
    increased odds of later use, which has important
    implications for the timing of drug prevention
    programs.Preventive interventions should
    commence no later than elementary school. (Wilson
    et al., 2002)

15
Prevention Programs cont.
  • In general, programs focusing on only one
    potential influence on adolescent substance use
    (e.g., media influences, resistance skills) have
    not proven to be effective. Programs using a
    broader life skills training approach have been
    the most successful, such as Project Northland
    (Perry et al., 1993) and Life Skills Training
    (Botvin, 1986). Early intervention and prevention
    strategies that address more general social and
    behavioral problems in addition to alcohol,
    tobacco, and other drug use issues are most
    appropriate (Hops et al., 1999). A more
    comprehensive approach is encouraged for all
    prevention efforts, whether at the individual or
    community level.

16
Prevention Programs cont.
  • Social skills promote healthy social engagement
    with both peers and adults, both of which emerged
    as significant protectors against adolescent
    substance use (Hops et al., 1999). Efforts to
    enhance the social skills of youth are likely to
    be an effective avenue of prevention at the
    individual level (Bierman, 1996)

17
Principles of Effective Primary Prevention
Programs
  • Comprehensive
  • Varied Teaching Methods
  • Sufficient Dosage
  • Theory Driven
  • Positive Relationships

18
Principles of Effective Primary Prevention
Programs, cont.
  • Appropriately Timed
  • Socioculturally Relevant
  • Outcome Evaluation
  • Well-trained Staff
  • Nation et al., 2003. What works in prevention
    Principles of effective prevention programs.
    American Psychologist, 58(6/7), 449-456.

19
GrantsCurrently in place for tobacco use
prevention grades 6-8 and 9-12.Consider writing
grant proposals to get prevention programs in
place at the elementary level where they may be
more effective in promoting later success in
school.
20
Commitment to keeping AUSD students happy,
healthy and successful!
21
References
  • Meschke, L.L. Patterson, J.M., 2003.
    Resilience as a theoretical base for substance
    abuse prevention. The Journal of Primary
    Prevention, 23(4), 483-514.
  • Wilson, N., Battistich, V., Syme, S.L., Boyce,
    W.T., 2002. Does elementary school alcohol,
    tobacco and marijuana use increase middle school
    risk? Journal of Adolescent Health, 30(6),
    442-447.
  • Nation, M., Crusto, C., Wandersman, A., Kumpfer,
    K.L., Seybolt, D., Morrissey-Kane, E., Davino,
    K., 2003. What works in prevention Principles
    of effective prevention programs. American
    Psychologist, 58(6/7), 449-456.
  • Summary of Findings from the 1998 National
    Household Survey on Drug Abuse. DHHS Publication
    No. (SMA) 99-3328. Rockville, MD Office of
    Applied Studies, Substance Abuse and Mental
    Health Services Administration, 1999.
  • Center for Substance Abuse Treatment. Treatment
    of Adolescents With Substance Abuse Problems.
    Treatment Improvement Protocol (TIP) Series, No.
    32. DHHS Publication No. (SMA) 99-3283.
    Rockville, MD Substance Abuse and Mental Health
    Services Administration, 1999.
  • California Healthy Kids Survey, California
    Department of Education (Safe and Healthy Kids
    Program Office) and WestEd (Health and Human
    Development Department).
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