1. Facilitated by: Jane Goble-Clark Center for Prevention Services
Building Bridges Across the Spectrum: How Prevention Connects with Addiction Treatment
Facilitated by:
Jane Goble-Clark
Center for Prevention Services

2. Agenda Hour 1 - Welcome and Introductions
- What is Prevention?
- Prevention Strategies
BREAK
Hour 2 - Prevention 101 continued
- Shared Skills: Collaboration
- Experiential learning
Hour Shared Skills: Cultural Competency

3. Introductions WELCOME ! Facilitator and Agency background
Audience -- Why is this topic important and relevant to the work you do?

4. What will we accomplish today?
Discussion of how prevention spans and is relevant to addiction treatment
Discussion of the differences between collaboration and compromise and how to use that to find unity in the diversity of professions
Discussion of cultural competency as a professional tool and as a bridge between the fields of prevention and treatment
Create new networking opportunities and provide links
Q & A

5. Norms for Today’s Training
Start and end on TIME
Ask for clarification
Each person is a resource to the whole group
Be respectful of each other’s opinions and expertise
HAVE FUN!!!
What else?

6. Circle of Friends Group Activity
Please form two circles with your classmates
Create a smaller circle of people to be the inner loop
Create a larger circle of people to be the outer loop
People in inner and outer circles face each other (like a dance!)
The facilitator will give quick Q & A, then
Each group moves to their left after specified time
Finishes when everyone has met each other!

7. Common Prevention Quotes
“An apple a day keeps the doctor away.”
“An ounce of prevention is worth a pound of cure.”
“Prevention is better than cure.”
“A stitch in time saves nine.”

8. CSAP’s Definition of Prevention
“Prevention is a proactive process. It empowers, individuals, and systems to meet the challenges of life events and transitions by creating and reinforcing conditions that promote healthy behaviors and lifestyles.”
- William Lofquist,
CSAP - Center for Substace Abuse Prevention

9. NCSAPPB’s Definition of Prevention
“Substance Abuse Prevention is the reduction, delay, or avoidance of alcohol and other drug use. Prevention promotes positive environments and individual strengths that contribute to personal health and well-being over an entire life span. Effective prevention strategies encourage individuals, families, and communities to take part in assessing and changing their lifestyle and environments.”
NCSAPPB - North Carolina Substance Abuse Professional Practice Board

10. EVERYONE!! Who Does Prevention? Grandparents Preventionists Youth
Teachers
Counselors
Treatment Providers
Aunts/Uncles
You
Community Members Me
EVERYONE!!

11. Why Provide Prevention Services?
“Drug use is not a national problem…it is a series of local epidemics.” ~
“Prevention is not about one program or activity…it is about making it part of the ground water—the way communities do business.”

12. The Continuum of Care
Different levels of prevention are distinguished by the level of risk
of disorder/distress in various populations groups targeted.

13. Types of Prevention on the Continuum
Individual / Familial
Indicated
Selective
Environmental
Universal

14. IOM Prevention Components
Universal Prevention:
Addresses the entire population
Aim is to prevent/delay use of ATOD. Deters onset by providing individuals with information/skills
Selected Prevention:
Targets subsets of the population considered at risk by virtue of their membership in a particular segment of the population
Key Selected Prevention targets the entire subgroup regardless of the degree of risk of any individuals in the group
Indicated Prevention:
Targets individuals who are exhibiting early signs or consequences of ATOD use.
IOM - Institute of Medicine

15. Prevention Domains ► Individual/Peer ► Family ► School ► Community
Substance abuse and mental illness are complex problems that develops in response to multiple influences.
Each domain presents an opportunity for preventive action.
Individual/Peer/Family = Individual-level strategies
School/Community/Society = Environmental strategies

16. Experiential Learning:
Prevention Domains
Individual
Family
Peer
School
Community
Society
Why target each of these areas?
Experiential Learning:
Circle of Support
Begin with one person in the middle
Add additional members to the activity
How does this exercise answer the question below?

17. The Community Wheel

18. CSAP’s Prevention Strategies
Information Dissemination
Prevention Education
Alternatives
Problem Identification & Referral
Community Based Processes
Environmental Approaches
What are some examples of these strategies?

19. Strategies: Information Dissemination
Media Campaigns
Brochures
Videos
Radio and Television Public Service Announcements
Lectures
Health Fairs
Resource Directories
Clearinghouses and other information centers
One Time Talks
Got Questions?
Call Drug Line
DRUG (3784)
All calls are anonymous and confidential

20. Strategies: Prevention Education
Classroom and Small Group Sessions
Parenting and Family Management Classes
Peer Lead and Peer Helper Programs
Education Programs for Youth Groups
Groups for Children of Substance Abusers

21. Strategies: Alternatives
Mentoring Programs
Drug Free Social and Recreational Activities
- Ex. SAAM Family
Festival
Community Service Activities
Drug Free Dances and Parties
Youth and Adult Leadership Activities
Community Drop-in Centers
SAAM FAMILY FESTIVAL

22. Strategies: Problem Identification and Referral
Driving-while-intoxicated Education Programs
Employee Assistance Programs
Student Assistance Programs

23. Strategies: Community Based Approaches
Building Interagency Collaboration
Training Community Members/Agencies in Substance Use Education and Prevention
Conducting Systematic Planning
Supporting Community Team-Building
Piedmont Area Substance Abuse
Provider Association
Substance Abuse Training Series
Hosted by: PASAPA and PBH
8:30 AM - 12:00 PM

24. Environmental Approaches
Community laws that prohibit alcohol and tobacco advertisements in close proximity to schools
The establishment and review of school drug policies
Technical assistance to communities to help them maximize law enforcement efforts to govern the availability and distribution of drugs
Community policies regarding access to alcohol and tobacco products
Community laws that increase punishments for DUIs

25. BREAK

26. Experiential Learning
Planning A Community Center
Rules:
Each person gets to make one line on the board
No conversation allowed
Complete the plan
The group processes the shared work

27. Public Health Model
Individual Prevention: Focuses on trying to change the host
Environmental Prevention: Focuses on trying to change the agent and the environment

28. Why Plant the Seed of Prevention?
Those who consume alcohol before the age of 15 are 5 times more likely to have an alcohol problem later in life.
Youth drug use is associated with suicide, violence, unwanted pregnancies, school failure, delinquency, and transmission of sexually transmitted infections

29. The Role of Prevention
To create communities in which people have a quality life:
Healthy environments at work & in school
Supportive communities and neighborhoods
Connected to families and friends
Alcohol, tobacco, and other drug-free lifestyles
Addiction and crime-free individuals and communities

30. The Roots of Prevention
Scare Tactics
1960s
Scare Tactics and Information
1970s
Drug Education and Alternatives to Drug Use
1970s-1980s
Education, Alternatives, and Trainings
1980s-1990s
Parent, School, and Community Partnerships
1990s
Use of Evidence-based “Model Programs”
2000s
Strategic Prevention Framework and focus
on cultural competency and sustainability

31. New Growth Strategic Prevention Framework Risk and Protective Factors
Assessment, Capacity, Planning, Implementation, Evaluation, Sustainability, and Cultural Competence
Risk and Protective Factors
Community, School, Family, and Peer/Individual

32. SAMHSA’s Strategic Prevention Framework Steps
Assessment
Sustainability &
Cultural Competence
Profile population needs, resources, and readiness to address needs and gaps
Monitor, evaluate, sustain, and improve or replace those that fail
Implement evidence-based prevention programs and activities
Develop a Comprehensive Strategic Plan
Mobilize and/or build capacity to address needs
Evaluation
Capacity
Planning
Implementation

33. SPF: A shared framework
Benefits of the Strategic Prevention Framework:
Creates an objective community profile
Identifies how to effectively and efficiently use resources
Assists in the selection and implementation of effective strategies
Unifies the power of individual citizens and institutions
Create a comprehensive plan in which everyone in the community has a stake
Holds community institutions accountable

34. Risk & Protection Approach
In past century, doctors have discovered factors that:
Put people at risk for such things as heart disease and diabetes.
Protect people from such conditions
This Risk and Protective Factor approach follows the same model for prevention for our communities’ children

35. Risk Factors are listed to the left.
What are some Protective Factors?

36. Risk & Protection Approach A Simple Premise
What are Risk Factors?
Conditions or situations that increase the likelihood that a child will develop one or more health and/or behavior problems in adolescence.
What are Protective Factors?
Conditions or situations which decrease the likelihood of future behavior problems.
Where are they found?
In four domains
Community, School, Family, Peer/individual

37. Prevention: Where We Are Now
Prevention planning is strategic
Based on risk and protective factors
Prevention movements, rather than individual programs
Strategies are evidence-based
Addresses the whole community culture
“Prevention is Health Reform”

38. Science-Based Prevention Programs
Identified and or substantiated through an expert consensus or analytical process using commonly agreed on criteria
National Registry of Effective Practices and Programs (NREPP)
Why is science-based important?

39. Past and Present Prevention

40. Prevention Agencies or Programs Centers for Prevention Resources
Prevention Services
Prevention Agencies or Programs
Centers for Prevention Resources
Prevention Policy Alliance
TRU
Specialty Contracts
Youth Suicide Prevention
Methamphetamine Prevention Initiative

41. Prevention Services Safe and Drug Free Schools and Communities
Fetal Alcohol Spectrum Disorders Prevention
Underage Drinking Prevention
Early Interventions
Bullying Prevention
Violence Prevention
Suicide Prevention
Juvenile Crime Prevention

42. Community Prevention 24/7 Social Host Youth Leadership
Community Policing
Alcohol Compliance Checks
Tobacco Reward/Reminder Visits
Responsible Beverage Sales and Service

43. Prevention Outcomes Youth Drug Survey Synar
Tracks trends in use and abuse
Covers 40 years
2010 data is most recent
Synar
Decrease in sales of tobacco to minors from 48.3% to 8.2%

44. Things to Remember about Prevention
It is a process, it doesn’t
happen overnight
Environmental prevention
is more effective than an Individual
approach
It spans SA, MH and DD

45. What Can You Do? Call your local prevention service providers
Become active in your local coalitions
Call your school board members, city officials and state officials asking them to support prevention initiatives
Talk to your children, grandchildren, niece, and nephews
Be active in your community and in children’s lives
Raise awareness in your own profession
Share resources with clients

46. BREAK

47. Crossing the Bridge Relationship-building Collaboration vs. Compromise
Cultural Competency

48. Strategies for Relationship-building
Experiential Learning: The Head-band Activity Volunteers Needed! You won’t look as “stylish” as this guy. . . but you will have fun!

49. Strategies for Relationship-building
The Head-band Activity: DISCUSSION
What observations do you have about the actions and behaviors in the role play?
How does this scenario exemplify the process of creating collaborations?
Other questions?

50. Strategies for Relationship-Building
Active listening
Ask questions
Be open to suggestions
Willingness to learn new perspectives without judgment
Respect
Focused body language or tone of voice
Authentic desire for collaboration

51. Ugli Orange Case (10 minutes)
Pair up
Negotiate and make the best deal you can
Choose carefully how much information you will reveal

52. Collaborative vs. Compromise
“Let’s meet both our needs and interests.”
“Let’s split the difference.”
Problem solving attitude
50/50 solutions
Sharing information
Nobody fully gets what they want
Mutual satisfaction & investment of time
Blaming and resentment

53. Principled Negotiation
People: Separate the people from the problem
Interests: Focus on interests not positions
Options: Generate a variety of possibilities before deciding what to do
Criteria: Result based on a fair standard, independent of either side

54. Relationship between individuals
Seize the Day: Recognizing and Maximizing an Opportunity to Collaborate
Relationship between individuals
Willingness to acknowledge historical/ cultural/organizational back-stories
Willingness to create a new story
Trust that everyone’s best interest will be represented

55. Q & A

56. Resources
Substance Abuse and Mental Health Services Administration –
National Institute on Drug Abuse –
Foundation for a Drug Free World -
National Multicultural Institute –
Teaching Tolerance-

57. Jane Goble-Clark, Executive Director
Contact Information
Jane Goble-Clark, Executive Director
Office:
Web: