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Substance Abuse Prevention Across the Lifespan. Let’s Get Acquainted.

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Presentation on theme: "Substance Abuse Prevention Across the Lifespan. Let’s Get Acquainted."— Presentation transcript:

1 Substance Abuse Prevention Across the Lifespan

2 Let’s Get Acquainted

3 Prevention  What is your definition of prevention?

4 Prevention The role of prevention is to create healthy communities in which people have a quality of life: Healthy environments at work and in school Healthy environments at work and in school Supportive communities and neighborhoods Supportive communities and neighborhoods Connections with families and friends Connections with families and friends Drug and crime-free Drug and crime-free Source: SAMHSA/CSAP

5 Prevention Definition Prevention is a proactive process that empowers individuals and systems to meet the challenges of life events and transitions by creating and reinforcing conditions that promote healthy behaviors and lifestyles Source: SAMHSA/CSAP

6 Prevention Definition (cont.) The goal of substance abuse prevention is the fostering of a climate in which (a) alcohol use is acceptable only for those of legal age and only when the risk of adverse consequences is minimal; (b) prescription and over-the-counter drugs are used only for the purposes for which they were intended; (c) other abusable substances, e.g. aerosols, are used only for their intended purposes; and (d) illegal drugs and tobacco are not used at all Source: SAMHSA/CSAP

7 SAMHSA’s SPF Source: SAMHSA/CSAP

8 The Strategic Prevention Framework (SPF) outlines a five-step planning process designed to draw resources from multiple sources to create a community-based approach to substance abuse prevention that cuts across existing programs and systems. SAMHSA’s Strategic Prevention Framework (SPF) Source: SAMHSA/CSAP

9 Assessment Profile population needs, resources, and readiness to address needs and gaps Evaluation Monitor, evaluate, sustain, and improve or replace those that fail Implementation Implement evidence-based prevention programs and activities Planning Develop a Comprehensive Strategic Plan Capacity Mobilize and/or build capacity to address needs SAMHSA’s Strategic Prevention Framework (SPF) Source: SAMHSA/CSAP

10 Key Principles of the SPF 1. Adheres to a public health model 2. Utilizes data-driven decision making 3. Emphasizes outcomes-based prevention Source: SAMHSA/CSAP

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12 Public Health: Focus for Strategic Planning in Prevention A public health approach focuses on change for entire populations and/or communities – the goal is sustainable community level change Population-based public health focuses efforts across the lifespan

13 Why Be Concerned About Health Across the Lifespan?  We need to understand the influence of social health determinants as predictors of population and individual health  Social determinants of health will influence health from early life Contributed by Tania Garcia, CSAP’s Northeast CAPT March 06

14 highest risk across the lifespan cycle It is commonly accepted that individuals are at highest risk for substance use & abuse at “transition” points in their life and at “key” stages across the lifespan cycle

15 The Lifespan Cycle Early Childhood/ School Age Prenatal Adolescent Young Adult Adult Elderly

16 Brain Development and the Impact of ATOD on the Brain

17 Olny srmat poelpe can raed this. i cdnuolt blveiee taht I cluod aulaclty uesdnatnrd waht I was rdanieg. The phaonmneal pweor of the hmuan mnid, aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it dseno't mtaetr in waht oerdr the ltteres in a wrod are, the olny iproamtnt tihng is taht the frsit and lsat ltteer be in the rghit pclae. The rset can be a taotl mses and you can sitll raed it whotuit a pboerlm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe. Azanmig huh? yaeh and I awlyas tghuhot slpeling was ipmorantt!

18 Cortex Limbic System Brain Stem The Human Brain

19 Introducing the Human Brain The brain stem – controls basic functions critical to life The limbic system – contains the brain’s reward system; in addition, it is responsible for our perception of other emotions, both positive and negative The cerebral cortex – divided into areas that control specific functions Source: Drugs, Brains and Behavior: The Science of Addiction, NIDA

20 Construction Ahead motivation emotion judgment Pruning occurs in stages, from back of the brain to the front physical coordination; sensory processing; Source: National CAPT Substance Abuse Prevention Specialist Training Manual, June 2006

21 Brain Development  Adolescence is a period of profound brain maturation  We thought brain development was complete by adolescence  We now know… maturation is not complete until about age 24-25!!! Source: National CAPT Substance Abuse Prevention Specialist Training Manual, June 2006

22 motivation emotion judgment Age physical coordination ; sensory processing;

23 Biology/Genes Environment DRUG Addiction Risk Factors Brain Mechanisms Genetics Gender Mental Disorders Chaotic home Parent’s use & attitudes Peer influence Community Attitudes Poor school achievement Early use Availability Cost Route of administration Effect of drug itself Source: Drugs, Brains and Behavior: The Science of Addiction, NIDA

24 Alcohol and the Adolescent Brain  Stimulates release of dopamine and interferes with body’s own release of dopamine  Adolescents are LESS sensitive to the negative effects of acute alcohol intoxication  Adolescents can drink significantly more than adults before they experience the sedative effects of alcohol.  Impairs memory and learning at lower doses than adults who consume equal amounts Source: National CAPT Substance Abuse Prevention Specialist Training Manual, June 2006

25 Tobacco and the Adolescent Brain  Nicotine increases production of dopamine, so smokers feel good  Adolescents more likely to get addicted than adults, and get addicted quicker  If someone reaches 18 without using, odds are 1 to 5 of never using  Tobacco Settlement acknowledged that companies targeted adolescents; “Hook them early or risk losing lifelong customer”  Need 3000 new smokers every day to replace the ones who die or quit

26 What Are We Preventing?  Use  Misuse  Abuse  Addiction Source: National CAPT Substance Abuse Prevention Specialist Training Manual, June 2006

27 Institute of Medicine Continuum of Care

28 Prevention Classification The Institute of Medicine (IOM- 1994) classified prevention interventions into three categories: Universal preventive interventions Selective preventive interventions Indicated prevention interventions

29 Types of Prevention Interventions Universal: Activities designed to reach the entire population, without regard to individual risk factors and intended to reach a large audience. Source: National CAPT Substance Abuse Prevention Specialist Training Manual, June 2006

30 Selective: Strategies designed to target subgroups of the general population that are determined to be at risk for substance abuse. Types of Prevention Interventions Source: National CAPT Substance Abuse Prevention Specialist Training Manual, June 2006

31 Indicated: Designed to identify individuals who are experiencing early signs of substance abuse and other related problem behaviors and target them with special programs. The individuals have not reached the point where clinical diagnosis of substance abuse can be made. Types of Prevention Interventions Source: National CAPT Substance Abuse Prevention Specialist Training Manual, June 2006

32 Activity: Universal, Selective or Indicated???

33 The Six CSAP Prevention Strategies 1.Information dissemination 2.Prevention education skills training 3.Alternative activities 4.Community-based process 5.Environmental/social policy 6.Problem identification and referral Source: National CAPT Substance Abuse Prevention Specialist Training Manual, June 2006

34  Providing info about nature & extent of drug use, abuse, addiction and the effects on individuals, families & communities  Providing info on available prevention programs & services  Characterized by one-way communication Information Dissemination Source: Substance Abuse Prevention: The Intersection of Science and Practice, Julie Hogan, 2003

35  Involves two way communication and is based on interaction between the educator and the participants  Activities aim to affect critical life & social skills Prevention Education Skills Training Source: Substance Abuse Prevention: The Intersection of Science and Practice, Julie Hogan, 2003

36  Goal is to have target populations participate in activities that are ATOD free;  Assumption is that “constructive & healthy activities offset the attraction to drugs, or otherwise meet the needs usually filled by drugs” then the target population would avoid using drugs Alternative Activities Source: Substance Abuse Prevention: The Intersection of Science and Practice, Julie Hogan, 2003

37  Aims to enhance the ability of the community to provide more effective prevention through interagency collaboration, coalition building & networking Community-Based Process Source: Substance Abuse Prevention: The Intersection of Science and Practice, Julie Hogan, 2003

38  Seeks to establish or change community standards, codes, & attitudes thereby influencing the incidence and prevalence of substance abuse in the general population; Environmental Approaches Source: Substance Abuse Prevention: The Intersection of Science and Practice, Julie Hogan, 2003

39  Aims to identify those who have indulged in the illegal use of drugs in order to determine whether their behavior can be reversed through education or whether they need a referral for a chemical dependency assessment Problem Identification & Referral Source: Substance Abuse Prevention: The Intersection of Science and Practice, Julie Hogan, 2003

40 The Six CSAP Prevention Strategies Research has shown that the most effective prevention programs present a comprehensive approach that includes all or many of the CSAP strategies Source: Substance Abuse Prevention: The Intersection of Science and Practice, Julie Hogan, 2003

41 Prevention Across the Lifespan Group Activity 1.Divide participants into four lifespan workgroups: pre-natal, young adult, adult and elderly 2.Groups will brainstorm and record appropriate prevention strategies for their assigned age population. 3.Share with larger group.

42 Prevention Across the Lifespan: Strategies at Various Stages of Life PrenatalYoung AdultAdultElderly NOTE: Early Childhood/School Age and Adolescent are the age populations traditionally served by prevention programs, therefore our activity will focus on the traditionally under- served populations

43 Prevention Across the Lifespan QUESTIONS ???

44 Rainbow Days, Inc. Training Services Janet Mitchell


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