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In the broadest sense, ____________________ is organized activity designed to avoid or decrease health problems" (Wilson & Kolander, 2011)

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Prevention

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________________ is aimed at preventing and/or decreasing not only health problems, but also social and personal problems (Hanson, Venturelli, & Fleckenstein, 2012)

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Drug Prevention

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(such as self-control, parental monitoring, anti-drug use policies)

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Protective factors

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refer to a very broad range of activities aimed at reducing the risk of drug use among non-users and assuring continued non-use • The emphasis of primary drug prevention programs are aimed at either nonusers who need to be "inoculated" against potential drug use and helping at-risk individuals avoid the development of addictive behaviors • Often targeted to at-risk individuals, neighborhoods, communities, and families

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Primary drug prevention programs

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consist of uncovering potentially harmful substance use prior to the onset of overt symptoms or problems and/or targeting newer drug users with a limited early history of drug use • The focus is on at-risk groups, such as early experimenters having some abuse problems in order to stop the progression to drugs of abuse

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Secondary drug prevention programs

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programs focus directly on intervention • Targets chemically dependent individuals who need treatment so that further disability is minimized • The focus is intervention at an advanced state of drug use/abuse

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Tertiary drug prevention

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________ , _______, and _______ programs are often used in combination because, in most settings, all three types of drug users constitute the targeted population

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Primary, Secondary, and Tertiary

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________ is the foundation of all effective prevention and treatment programs. ________ guides the development, implementation, and evaluation of these programs.

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Theory

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• Health Belief Model • Precaution Adoption Process Model • Protection Motivation Theory

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Fear-based, Intrapersonal theories

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• Theory of Reasoned Action/Theory of Planned Behavior/Reasoned Action Approach • Transtheoretical Model/Stages of Change

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Non-fear-based, Intrapersonal theories

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• Social Network Theory

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• Interpersonal theories

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• Social Cognitive Theory • Bronfenbrenner's Ecological Systems Theory

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Ecological theories

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Drug prevention information based on emphasizing the extreme negative effects of drug use by coercing/warning the audience about the dangers of drug use.

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Scare tactic approach:

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Assumes that teaching about the harmful effects of drugs will change attitudes about use and abuse.

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Information-only or Awareness model

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Assumes people use drugs because of a lack of self-esteem and other personality factors.

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Attitude change model or Affective education model:

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Assumes that drug users lack resistance skills.

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Social influences model:

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Focuses on the causes of drug use resulting largely from the social environment. This perspective emphasizes that it is important to take into account all of the environments that may have an impact on drug use. Friends, acquaintances, roommates, and classmates in dorms, sororities, and fraternities, at parties, cafes, and nightspots can influence students.

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Ecological or Person-in-environment model

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Harm Reduction Model Community-based Drug Prevention Programs School-based Drug Prevention Programs Family-based Drug Prevention Programs

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Types of Common Comprehensive Prevention Programs for Drug Use and Abuse

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• Practiced in Netherlands and in the United Kingdom • Meets addicts on their own level • Uses an "open door" policy • Addicts are encouraged to take part in prevention and treatment services • Calls for the non-judgmental, non-coercive provision of services and resources to people who use drugs and the communities in which they live to assist them in reducing attendant harm

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Harm Reduction Model

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Very broad and take into account the community's youth, parents, businesses, media, schools, law enforcement, religious or fraternal groups, civic or volunteer groups, healthcare professionals, and government agencies Goal: Provide coordinated programs among many agencies and organizations involved in prevention Emphasizes comprehensive drug abuse

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Community Based Drug Prevention

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Community Anti-Drug Coalitions of America (1992) is the nation's leading national substance abuse prevention organization, representing the interests of thousands of community coalitions in the U.S. and around the world

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CADCA

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Drug education in elementary, junior high, senior high, and college level • First attempts of school-based drug prevention included the use of the scare tactic approach : • Drug prevention information based on emphasizing the extreme negative effects of drug use - scaring the audience of potential and current drug users/abusers into not using drugs • Research indicates that the use of scare tactics did not produce successful programs

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School-based Drug Prevention

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If youths understand the dangers of AOD, they will not use them. Strategies: • Teach pharmacology of alcohol and other drugs, how they are used, long- range consequences of use - usually through scare tactics ---Seldomly effective ---Arouses curiosity and encourages experimentation ---Knowledge alone doesn't counteract peer pressure.

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Cognitive approach in school-based drug prevention programs:

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High self-esteem, values consistent with non-use, and good problem-solving and decision-making skills help youth avoid AOD • Strategies: • Raise self-esteem • Teach values and life skills • Usually don't include information about AOD ---Does NOT decrease rate of use.

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Affective approach in school-based drug prevention programs:

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Students need both information and life skills to avoid AOD use • Strategies: • Teach problem-solving, decision-making, and peer pressure refusal skills • Provide explicit information about AOD to connect life skills and AOD use and consequences • Effectiveness: ---little consistent effect on reducing the use of ATOD ---some success has been reported (6m-2yr) ---5-10 yrs after program evals are more realistic.

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Combined Cognitive and Affective approaches in school-based drug prevention programs:

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Youth overestimate the extent of AOD use among peers thus may use AOD to feel part of the group • Strategies: • Correct misconceptions • Demonstrate actual norms through discussion • Develop non-use norms • Effectiveness: --Successful with some drugs.

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Normative education approach in school-based drug prevention programs:

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AOD use usually begins in a social setting between grades 5 and 9; Youth need skills for resisting pressures • Strategies: • Teach how to identify pressures from peers, media, advertising, families • Teach resistance skills, model counterarguments • Student role play pressure situations and actively practice resisting • Effectiveness: --Little long term evidence ---sometimes effective

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Social learning/cognitive behavioral approach in school-based drug prevention programs:

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Stresses the quality of parent-child interaction, communication skill, child management practices, and family management Primary family risk factors that predispose youth to drug use: Chaotic home environments, particularly in which parents abuse substances or suffer from mental illnesses Ineffective parenting, especially with children with difficult temperaments and conduct disorders Lack of mutual attachments and nurturing

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Family-based Prevention Programs

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Identify target population (adolescents, young adults, older adults) • Usually done via a needs assessment

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Step 1

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Choose appropriate level of prevention (primary, secondary, tertiary) • Should match with the target population

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Step 2

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Determine the appropriate theory as the framework for the program • Fear-based, intrapersonal, interpersonal, ecological, etc.

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Step 3

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Identify prevention strategies, setting, and evaluation methods

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Step 4

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Implement the program

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Step 5

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Evaluation program effectiveness

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Step 6

Prevention of Drug Abuse Ch 17- Kelly Rhoads U of A – Flashcards

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