# Presentation: 723321

## Science-Based PreventionMoving Prevention Research into Practice

## Center for the Application of Prevention Technologies

- 763-427-5310 or 800-782-1878

## Regional Map

## Central CAPT Region

## 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.

## 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_.

## CAPT Key Terms

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

## 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.

## 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.

## 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

## 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)

## Definition of Science-Based Prevention

- A prevention activity is judged to be science-based if “good” research—research that has been shown to be rigorous according to a set of carefully defined criteria—demonstrates 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.

##  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

## Slide 15

## Science-Based Programming at the local level is...

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

## Additionally, model programs have credible, substantiated findings that have been subjected to critical review and have been replicated in a variety of settings.

## Levels of Evidence of Science-based Prevention

## Three Major Theoretical Models 

- Risk Factors/Protective Factors
- Developmental Assets
- Resiliency

- 3

## Slide 20

## Risk Factors/Protective Factors Approach

- Risk Factors*Five problem behaviors:*
- 1. Substance abuse2. Violence3. Delinquency4. Teen pregnancy5. School dropout

*Four categories of risk:*
- 1. Community2. Family3. School4. Individual/peer

- Protective Factors*Three basic factors:*
- 1. Individual characteristics2. Bonding3. Healthy beliefs and clear standards

## Developmental Assets Framework

- Emphasizes strengths in people
- Focuses on youth as resources, not problems
- Focuses on increasing the number of assets present in youth’s lives
- Is a “promising framework”

## 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

## Meeting Prevention Needs

- Replicating a “packaged” science-based program
- Adapting a science-based program
- Developing a new program

## Six Prevention Strategies[Center for Substance Abuse Prevention (CSAP)]

- Six Prevention Strategies[Center for Substance Abuse Prevention (CSAP)]

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

## Information Dissemination

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

## 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

## Alternatives

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

## 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

## 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

## 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

## Multiple Efforts

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

## 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.

- Classroom-based prevention, in isolation from other prevention approaches, has been consistently demonstrated to have limited impact.

## Social Influences Model

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

## 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

## Common Attributes of Effective Approaches

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

- Credibility of:

## 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.

## 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.

## ONDCP Principles

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

## 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

## 7 Steps (continued)

- 5. Target efforts
- 6. Use “best practices” and “guiding principles”
- 7. Evaluate

## 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.

## 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?

## 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.

## 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: “What’s going on in my community?”

## Step 5. Select Your Target Population

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

## 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.

## 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 don’t reinvent the wheel.

## 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.

## Exercise

- Place program on matrix
- Place critic’s evaluation on the matrix
- Explain discrepancies between your evaluation and your critic’s
- Note how you could move your program more to the right
- Address obstacles
- Note action steps

## Web Site - www.ccapt.org