Expand School-Based Prevention Programs - Revision history

G.Lehrman at 02:21, 12 November 2021

2021-11-12T02:21:13Z

G.Lehrman at 02:20, 12 November 2021

2021-11-12T02:20:56Z

G.Lehrman at 02:18, 12 November 2021

2021-11-12T02:18:28Z

G.Lehrman at 21:36, 10 November 2021

2021-11-10T21:36:47Z

G.Lehrman at 00:23, 10 November 2021

2021-11-10T00:23:05Z

G.Lehrman at 16:36, 9 November 2021

2021-11-09T16:36:53Z

G.Lehrman at 16:09, 9 November 2021

2021-11-09T16:09:30Z

G.Lehrman at 16:07, 9 November 2021

2021-11-09T16:07:53Z

G.Lehrman at 16:02, 9 November 2021

2021-11-09T16:02:18Z

G.Lehrman at 15:44, 9 November 2021

2021-11-09T15:44:01Z

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 '''Connecticut''': In public schools, students at every grade level must learn about substances and how to avoid their harmful effects (CGS § 10-19(a)). Programs in elementary and secondary schools are required to be looked at by “public health and mental health and addiction services commissioners” to ensure it is a quality curriculum. <ref>https://www.cga.ct.gov/2002/rpt/2002-R-0140.htm</ref>
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 Provides information and resources for elementary school teachers to begin teaching their students about substance use in an age-appropriate and evidence-based way. Examples of what this toolkit includes are ways to talk about the program with school administrators, parents, and students, as well as grants to apply for and examples of curriculums to teach.<ref>https://www.dellchildrens.net/wp-content/uploads/sites/60/2019/08/Substance-Use-Prevention-Toolkit-for-Elementary-Schools.pdf</ref>
 '''Lesson Plan and Activity Finder'''
 The National Institutes of Health created a database that allows teachers to look through lesson plans regarding substance use. The lowest grade level that the resources are aimed at is the fifth grade, and they go up until twelfth grade. There are options to choose either English or Spanish lesson plans.<ref>https://teens.drugabuse.gov/teachers/lessonplans?sort=revised_date:desc&language=en</ref>
 '''Safety First: Real Drug Education for Teens- Sample Lesson Plan&nbsp;<ref>https://drugpolicy.org/sites/default/files/safety-first-sample-lesson_0.pdf </ref>'''

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 *Due to support from a wide range of public and private supporters in the Presecription Drug Safety Network, EVERFI has the resources and experience to delivier a high-quality E-learning course to schools at no charge.&nbsp; EVERFI has a long history of provideing training on topics like personal financial management, and they have leveraged that experience to create a 30 to 40-minute course that can be offered in schools or in out-of-school programs.&nbsp; &nbsp;This report shares some of the impact that this course is having.&nbsp;<br/> <br/> '''''Analysis of Research-Based Programs and Return on Investment'''''
 *This report looks at thirteen Youth Marijuana Prevention programs and shares valuable insights on the Return on Investment of these programs. Use of marijuana is a risk factor for starting misuse of opioids, and there are underlying factors where prevention efforts impacts the use of many different types of drugs.<br/> <br/> '''''Wsipp_Preventing Youth Substance Use''':'' A Review of Thirteen Programs Benefit-Cost-Results&nbsp; &nbsp;Preventing Youth Substance Use<ref>https://www.wsipp.wa.gov/ReportFile/1562/Wsipp_Preventing-Youth-Substance-Use-A-Review-of-Thirteen-Programs_Report.pdf</ref><br/> <br/> '''''Positive Prevention Plus''':'' A comprehensive school-based sexual health education and teen pregnancy prevention curriculum.<ref>https://positivepreventionplus.com/</ref>&nbsp;
@@ Line 57: / Line 58: @@
 Ultimately, this study displayed the dangers of school-based programs that use a “shock-horror approach” to prevent kids from using substances because they&nbsp;promote&nbsp;stigmatizing individuals and seeing them as unworthy of support.<ref>http://www.jceps.com/wp-content/uploads/2017/03/15-1-5.pdf</ref>
 '''Effectiveness of Different Kinds of School-Based Prevention Programs'''
@@ Line 65: / Line 68: @@
 Along with building self-esteem and improving decision-making skills, school-based programs must also acknowledge the social environment that kids and adolescents live in when surrounded by their peers. Focusing on peer pressure and real-life encounters students may have with friends better prepares them to deal with uncomfortable situations. Studies have found that programs that focus solely on increasing self-esteem and encouraging good decision-making lack a focus on substances,<ref>https://lx.iriss.org.uk/sites/default/files/resources/0023318.pdf</ref> highlighting the importance of encouraging teachers to discuss topics they may view as taboo. Unless teachers discuss realistic scenarios, students will be ill-equipped to use the skills they learned inside the classroom when faced with peer pressure.
 '''Effectiveness of School-Based Programs in Rural Communities'''

@@ Line 31: / Line 31: @@
 *Due to support from a wide range of public and private supporters in the Presecription Drug Safety Network, EVERFI has the resources and experience to delivier a high-quality E-learning course to schools at no charge.&nbsp; EVERFI has a long history of provideing training on topics like personal financial management, and they have leveraged that experience to create a 30 to 40-minute course that can be offered in schools or in out-of-school programs.&nbsp; &nbsp;This report shares some of the impact that this course is having.&nbsp;<br/> <br/> '''''Analysis of Research-Based Programs and Return on Investment'''''
 *This report looks at thirteen Youth Marijuana Prevention programs and shares valuable insights on the Return on Investment of these programs. Use of marijuana is a risk factor for starting misuse of opioids, and there are underlying factors where prevention efforts impacts the use of many different types of drugs.<br/> <br/> '''''Wsipp_Preventing Youth Substance Use''':'' A Review of Thirteen Programs Benefit-Cost-Results&nbsp; &nbsp;Preventing Youth Substance Use<ref>https://www.wsipp.wa.gov/ReportFile/1562/Wsipp_Preventing-Youth-Substance-Use-A-Review-of-Thirteen-Programs_Report.pdf</ref><br/> <br/> '''''Positive Prevention Plus''':'' A comprehensive school-based sexual health education and teen pregnancy prevention curriculum.<ref>https://positivepreventionplus.com/</ref>&nbsp;
@@ Line 51: / Line 52: @@
 '''Stigma in School-Based Programs'''
-Researchers in Northern Ireland found that teachers often used scare-based strategies because they believe it will help deter students aged 14 to 16 from using substances.<ref>http://www.jceps.com/wp-content/uploads/2017/03/15-1-5.pdf</ref> Of the fourteen teachers interviewed, only two had histories of substance use. The twelve other teachers based their perceptions of illicit drug use on the news or the experiences of their friends or students from previous years. The title of the paper is “Junkies, Wasters and Thieves”.<ref>http://www.jceps.com/wp-content/uploads/2017/03/15-1-5.pdf</ref> These are all words that teachers in the study used to describe individuals who use illicit substances. Numerous teachers told the researchers that they use these words to prevent students from being interested in drug use, even if it meant stigmatizing those affected. The researchers questioned students about how their teachers' language use affected their perceptions of individuals who use drugs. Many students described people who use drugs as criminals, people who “have diseases”, and a disgrace.<ref>http://www.jceps.com/wp-content/uploads/2017/03/15-1-5.pdf</ref>&nbsp;
+Researchers in Northern Ireland found that teachers often used scare-based strategies because they believed it would&nbsp;help deter students aged 14 to 16 from using substances.<ref>http://www.jceps.com/wp-content/uploads/2017/03/15-1-5.pdf</ref> Of the fourteen teachers interviewed, only two had histories of substance use. The twelve other teachers based their perceptions of illicit drug use on the news or the experiences of their friends or students from previous years. The title of the paper is “Junkies, Wasters and Thieves”.<ref>http://www.jceps.com/wp-content/uploads/2017/03/15-1-5.pdf</ref> These are all words that teachers in the study used to describe individuals who use illicit substances. Numerous teachers told the researchers that they used these words to prevent students from being interested in drug use, even if it meant stigmatizing those affected. The researchers questioned students about how their teachers' language use affected their perceptions of individuals who use drugs. Many students described people who use drugs as criminals, people who “have diseases”, and a disgrace.<ref>http://www.jceps.com/wp-content/uploads/2017/03/15-1-5.pdf</ref>&nbsp;
 Some students in the school-based program used illicit substances. They reported feeling like an outcast and stated that they could not ask for support or help from their teacher. At many of these schools, using a scare-based approach split the school in half. Half of the students reported believing that individuals who use drugs should be shamed or imprisoned. The other half sympathized with individuals who face difficulties with substance use or had a personal connection with substance use. The drastic difference of opinion led to an us vs. them mindset, creating distinct groups within schools.&nbsp;

@@ Line 31: / Line 31: @@
 *Due to support from a wide range of public and private supporters in the Presecription Drug Safety Network, EVERFI has the resources and experience to delivier a high-quality E-learning course to schools at no charge.&nbsp; EVERFI has a long history of provideing training on topics like personal financial management, and they have leveraged that experience to create a 30 to 40-minute course that can be offered in schools or in out-of-school programs.&nbsp; &nbsp;This report shares some of the impact that this course is having.&nbsp;<br/> <br/> '''''Analysis of Research-Based Programs and Return on Investment'''''
 *This report looks at thirteen Youth Marijuana Prevention programs and shares valuable insights on the Return on Investment of these programs. Use of marijuana is a risk factor for starting misuse of opioids, and there are underlying factors where prevention efforts impacts the use of many different types of drugs.<br/> <br/> '''''Wsipp_Preventing Youth Substance Use''':'' A Review of Thirteen Programs Benefit-Cost-Results&nbsp; &nbsp;Preventing Youth Substance Use<ref>https://www.wsipp.wa.gov/ReportFile/1562/Wsipp_Preventing-Youth-Substance-Use-A-Review-of-Thirteen-Programs_Report.pdf</ref><br/> <br/> '''''Positive Prevention Plus''':'' A comprehensive school-based sexual health education and teen pregnancy prevention curriculum.<ref>https://positivepreventionplus.com/</ref>&nbsp;
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 Not all school-based programs are created equally. Researchers typically find that more traditional and common approaches, like Drug Abuse Resistance Education (D.A.R.E.), are ineffective.<ref>https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1448384/</ref> One study found that there should be a greater focus on risk factors specific to the students; and that programs targeting teens need to keep them as an individual in mind, as well as the teen developmental stage and their social context.<ref>https://www.sciencedirect.com/science/article/pii/S0091743596900614</ref>
-Multiple studies have come to the same conclusion that the most effective programs in schools are interactive.<ref>https://lx.iriss.org.uk/sites/default/files/resources/0023318.pdf</ref>&nbsp;As opposed to non-interactive programs, those deemed interactive encourage active participation from every student. This may look like classroom discussions or a lesson plan surrounding skills practice. Importantly, interactions should primarily occur between peers, not between students and the teacher. Non-interactive programs typically involve the teacher leading the class and often using most of the class period to teach via a presentation. When participatory activities are included, they typically involve interactions between the teacher and student, like answering questions, rather than between students.
+Multiple studies have come to the same conclusion that the most effective programs in schools are interactive.<ref>https://lx.iriss.org.uk/sites/default/files/resources/0023318.pdf</ref>&nbsp;As opposed to non-interactive programs, those deemed interactive encourage active participation from every student. Active participation&nbsp;may look like classroom discussions or a lesson plan surrounding skills practice. Importantly, interactions should primarily occur between peers, not between students and the teacher. Non-interactive programs typically involve the teacher leading the class and often using most of the class period to teach via a presentation. When participatory activities are included, they typically involve interactions between the teacher and student, like answering questions, rather than between students.
 Along with building self-esteem and improving decision-making skills, school-based programs must also acknowledge the social environment that kids and adolescents live in when surrounded by their peers. Focusing on peer pressure and real-life encounters students may have with friends better prepares them to deal with uncomfortable situations. Studies have found that programs that focus solely on increasing self-esteem and encouraging good decision-making lack a focus on substances,<ref>https://lx.iriss.org.uk/sites/default/files/resources/0023318.pdf</ref> highlighting the importance of encouraging teachers to discuss topics they may view as taboo. Unless teachers discuss realistic scenarios, students will be ill-equipped to use the skills they learned inside the classroom when faced with peer pressure.

@@ Line 31: / Line 31: @@
 *Due to support from a wide range of public and private supporters in the Presecription Drug Safety Network, EVERFI has the resources and experience to delivier a high-quality E-learning course to schools at no charge.&nbsp; EVERFI has a long history of provideing training on topics like personal financial management, and they have leveraged that experience to create a 30 to 40-minute course that can be offered in schools or in out-of-school programs.&nbsp; &nbsp;This report shares some of the impact that this course is having.&nbsp;<br/> <br/> '''''Analysis of Research-Based Programs and Return on Investment'''''
 *This report looks at thirteen Youth Marijuana Prevention programs and shares valuable insights on the Return on Investment of these programs. Use of marijuana is a risk factor for starting misuse of opioids, and there are underlying factors where prevention efforts impacts the use of many different types of drugs.<br/> <br/> '''''Wsipp_Preventing Youth Substance Use''':'' A Review of Thirteen Programs Benefit-Cost-Results&nbsp; &nbsp;Preventing Youth Substance Use<ref>https://www.wsipp.wa.gov/ReportFile/1562/Wsipp_Preventing-Youth-Substance-Use-A-Review-of-Thirteen-Programs_Report.pdf</ref><br/> <br/> '''''Positive Prevention Plus''':'' A comprehensive school-based sexual health education and teen pregnancy prevention curriculum.<ref>https://positivepreventionplus.com/</ref>&nbsp;
@@ Line 55: / Line 56: @@
 Ultimately, this study displayed the dangers of school-based programs that use a “shock-horror approach” to prevent kids from using substances because they&nbsp;promote&nbsp;stigmatizing individuals and seeing them as unworthy of support.<ref>http://www.jceps.com/wp-content/uploads/2017/03/15-1-5.pdf</ref>
-'''Effectiveness of School-Based Prevention Programs'''
+'''Effectiveness of Different Kinds of School-Based Prevention Programs'''
 Not all school-based programs are created equally. Researchers typically find that more traditional and common approaches, like Drug Abuse Resistance Education (D.A.R.E.), are ineffective.<ref>https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1448384/</ref> One study found that there should be a greater focus on risk factors specific to the students; and that programs targeting teens need to keep them as an individual in mind, as well as the teen developmental stage and their social context.<ref>https://www.sciencedirect.com/science/article/pii/S0091743596900614</ref>
@@ Line 62: / Line 63: @@
 Along with building self-esteem and improving decision-making skills, school-based programs must also acknowledge the social environment that kids and adolescents live in when surrounded by their peers. Focusing on peer pressure and real-life encounters students may have with friends better prepares them to deal with uncomfortable situations. Studies have found that programs that focus solely on increasing self-esteem and encouraging good decision-making lack a focus on substances,<ref>https://lx.iriss.org.uk/sites/default/files/resources/0023318.pdf</ref> highlighting the importance of encouraging teachers to discuss topics they may view as taboo. Unless teachers discuss realistic scenarios, students will be ill-equipped to use the skills they learned inside the classroom when faced with peer pressure.
 = Impactful Federal, State, and Local Policies =

@@ Line 70: / Line 70: @@
 '''Connecticut''': In public schools, students at every grade level must learn about substances and how to avoid their harmful effects (CGS § 10-19(a)). Programs in elementary and secondary schools are required to be looked at by “public health and mental health and addiction services commissioners” to ensure it is a quality curriculum. <ref>https://www.cga.ct.gov/2002/rpt/2002-R-0140.htm</ref>
 = Available Tools and Resources =
@@ Line 85: / Line 86: @@
 The National Institutes of Health created a database that allows teachers to look through lesson plans regarding substance use. The lowest grade level that the resources are aimed at is the fifth grade, and they go up until twelfth grade. There are options to choose either English or Spanish lesson plans.<ref>https://teens.drugabuse.gov/teachers/lessonplans?sort=revised_date:desc&language=en</ref>
-&nbsp;
+'''Safety First: Real Drug Education for Teens- Sample Lesson Plan&nbsp;<ref>https://drugpolicy.org/sites/default/files/safety-first-sample-lesson_0.pdf </ref>'''
 = Promising Practices =