Colombo Plan Drug Advisory Programme (DAP) Training Series

Universal Prevention Curriculum for Substance Use (UPC) Managers and Supervisors Series

Managers and Supervisors

Course 05
School-Based Prevention Interventions

MODULE 1—TRAINING INTRODUCTION

1.1
Learning Objectives

 Make a persuasive case of why it is important to integrate

substance use prevention strategies into school settings
 Describe the importance, and provide examples, of
matching prevention strategies to students’ developmental
stages
 Specify the nature and progression of youths’ use of
substances
 Specify five examples each of effective and ineffective
prevention practice in school settings
 State at least one personal learning goal

1.2
Partner Exercise: Introduction

 What is your name?

 What is your job title? What does your job
entail?

1.3
Training Materials

 Master Agenda
 ParticipantManual
 Power Point slides
 Notebook for a journal
 UNODC International Standards on Drug Use
Prevention
 European Drug Prevention Quality Standards
(To be ordered)

1.4
Substance Use World-Wide

 The United Nations Office on Drugs and Crime

(UNODC) reports that, in 2012, 162 to 324
million people between ages 15 and 64 used
illicit substances at least once
 Of those who use psychoactive substances,
10%-14% will develop substance use problems

1.5
Prevalence of Substance Use (18-29 Year Olds)

Country Tobacco Alcohol T&A Cannabis Other drugs Other Drugs

W/Cannabis Initiations
Colombia 49.1 96.1 96.8 14.4 7.2 42.2

Mexico 64.4 91.5 92.1 11.5 9.6 58.3

USA 74.4 96.2 96.0 57.6 27.3 12.6

Belgium − 88.4 88.4 31.0 10.2 8.7

France − 94.5 94.5 52.9 11.0 21.7

Italy − 79.6 79.6 17.4 1.1 27.0

Netherlands − 92.6 92.6 38.9 15.5 40.7

Ukraine 81.1 99.7 99.4 15.2 2.6 32.1

Nigeria 9.0 62.1 63.1 3.1 0.4 93.1

South Africa 33.1 45.5 52.0 12.7 3.0 51.1

China 49.3 78.7 84.0 1.4 0.6 −

Japan − 97.2 97.2 4.5 4.8 77.3

New Zealand − 95.4 95.4 63.0 23.6 7.0

Degenhardt et al., 2010

1.6
Why is Prevention of Health and Social
Problems Important for any Nation?

 Health is linked to:

 Rising incomes
 Increased productivity
 Children’s education
 Adult well-being

1.7
Why is Substance Use Prevention Important?

 The primary objective of substance use prevention

is to help people, particularly young people, avoid or
delay the initiation of the use of psychoactive
substances, or, if they have started already, to avoid
the development of disorders (e.g. dependence).
 The general aim of substance use prevention is
much broader, the healthy and safe development of
children and youth to realize their potential and
become contributing members of their community
and society.

1.8
Managers and Supervisors : The Face of
Prevention

Managers and Supervisors:

 Translate prevention
science for policy-makers,
decision-makers and major
stakeholders, and the public
 Apply their understanding of
prevention science to
promote the quality delivery
of evidence-based
prevention programming
1.9
Training Series Goal

 To
reduce the significant health, social, and
economic problems associated with substance
use throughout the world by:
 Building international prevention capacity through
training, professionalizing, and expanding the
substance use prevention workforce.

1.10
Overarching Themes (1/2)

 Substance use inclusion: Tobacco & alcohol,

illegal drugs, inhalants and the non-medical use
of Rx drugs
 The “science of prevention” and how it can
provide effective interventions for families,
schools, workplace and communities
 Evidence-based (EB) interventions and policies
and how to use them

1.11
Overarching Themes (2/2)

 Developmental nature of substance use

 The Etiology Model: Substance use is a result of
interactions between environmental factors and
the characteristics of individuals
 Prevention professionals need to be “expert” in
a multiple of disciplines
 Emphasis on the skills to convene stakeholders,
analyze data, and implement, monitor, and
evaluate outcomes
1.12
Curricula in the Series

 Course 01: Introduction to Prevention Science

(5 days)
 Foundational and basic knowledge, not skills-based
 Overview of the science that underlies evidence-
based prevention interventions and strategies and
the application of these effective approaches in
prevention practice

1.13
Curricula in the Series

 Course02: Physiology and Pharmacology for

Prevention Professionals (3 days)
 Foundational and basic knowledge, not skills-based
 Overview of the physiology and pharmacology of
psychoactive substances and their effects on the
brain to affect mood, cognition, and behavior and
the consequences of such use on the individual, the
family, and the community

1.14
Curricula in the Series

 Course03: Monitoring and Evaluation of

Prevention Interventions and Policies (5 days)
 Skills-based
 Describes the primary evaluation methods used to
measure evidence-based drug use prevention
interventions; provides guidance in applying them
to “real-world” settings

1.15
Curricula in the Series

 Managersand Supervisors Course 04 : Family-

Based Prevention Interventions (4 days)
 Foundational and basic knowledge, not skills-based
 Overview of the family as the primary socialization
agent of children, the science behind family-based
prevention interventions, and the application of
such evidence-based approaches to help prevent
the onset of substance use in children

1.16
Curricula in the Series

 Managersand Supervisors Course 05 : School-

Based Prevention Interventions (6 days)
 Foundational and basic knowledge, not skills-based
 Overview of the school in society, the science
behind school-based prevention interventions, and
the application of such evidence-based approaches
in school settings around the world

1.17
Curricula in the Series

 Managersand Supervisors Course 06 :

Workplace-Based Prevention Interventions
(4 days)
 Foundational and basic knowledge, not skills-based
 Overviews the role of work and the workplace in
society, how stresses and other work-related
influences affect people’s risk of substance use, the
science behind workplace prevention interventions,
and the application of such evidence-based
approaches in work settings around the world

1.18
Curricula in the Series

 Managersand Supervisors Course 07 :

Environment-Based Prevention Interventions
(3 days)
 Foundational and basic knowledge; and
skills-based
 Overviews the science underlying evidence-based
drug use prevention environmental interventions
involving policy and community-wide strategies

1.19
Curricula in the Series

 Managersand Supervisors Course 08 : Media-

Based Prevention Interventions (3 days)
 Foundational and basic knowledge; and
skills-based
 Overviews the science underlying the use of media
for substance use prevention interventions

1.20
Curricula in the Series

 Managers and Supervisors Course 09 :

Community-Based Prevention Implementation
Systems (5 days)
 Foundational, and skills-based
 Overviews the science underlying systems
approaches to prevention interventions; presents
exemplars of evidence-based drug use prevention
systems; and provides guidance on developing
such approaches

1.21
Learning Objectives (1/2)

 Make a persuasive case of why it is important to

integrate substance use prevention strategies into
school settings
 Describe the importance, and provide examples,
of matching prevention strategies to students’
developmental stages
 Specify the nature and progression of youths’ use
of substances
 Specify five examples each of effective and
ineffective prevention practice in school settings
1.22
Learning Objectives (2/2)

 Describe a registry of effective prevention

programs and practices and how to use the
registry to select an appropriate prevention
strategy
 Explain the importance of maintaining and
monitoring fidelity to curriculum guides when
implementing substance use prevention programs
 Develop a model alcohol, tobacco, and other drug
policy that includes both prevention and early
intervention
1.23
Large-group Exercise: Training Expectations

 Write
two training expectations on your
remaining index card

1.24
Small-group Exercise: Role of Schools in the
Community

Country / Region / City School Types: Children’s Ages Prevention: Yes / No

ES (Grades 1-5/6) If No, Why?
MS (Grades 6-8/9)
HS (Grades 9-10/12)

1.25