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Utilizing the Entire Spectrum of Prevention Strategies
Signs of Suicide
EXAMPLES:
ALTERNATIVES
Activity R&P Factor or Developmental Asset
Conducting wellness events at the school that promotes self-care
(R&P) Opportunities for prosocial involvement in school
(D.A.) Commitment to learning: Bonding to school
Developing a lunchroom buddy system
(R&P) Interaction with prosocial peers
(D.A.) Support: Caring school climate
After-school yoga classes for students who struggle with anxiety
(R&P) Emotional control
(D.A.) Constructive use of time: Creative activities
COMMUNITY-BASED PROCESS
Meetings with school staff and administrators about the value of SOS and to plan for SOS programming
Conducting trainings on Teacher Professional Development Days or with parents on QPR (Question, Persuade, Refer), How to Talk to Youth about Drugs, or Mental Health First Aid
Teaching school staff, community members, and/or parents about prevention and wellness strategies
Attending MCPC meetings and MCPC Youth Advisory Board meetings
EDUCATION– PRIMARY
Administering SOS curriculum
ENVIRONMENTAL
Work with school administration to get SOS integrated into school policy
Help staff to establish suicide postvention policies
Identifying areas in the school building where bullying occurs and helping the school to make changes to the physical design of the building to prevent future instances
INFORMATION DISSEMINATION
Handing out information about self-care at a school wellness event
Distributing materials throughout the school such as the Crisis Textline or the GetHelpNow App
Hanging posters in the school bathrooms about how to ask for help when needed
PROBLEM ID & REFERRAL– PRIMARY
Conducting behavioral health screenings
Referring youth to a school counselor or therapist
Assisting parents in navigating and accessing appropriate behavioral health treatment services for their child
Referring a teacher or school staff member to a counselor or therapist
Utilizing the Entire Spectrum of Prevention Strategies
Parent Programs (Creating Lasting Family Connections, Strengthening Families)
EXAMPLES:
ALTERNATIVES
Activity R&P Factor or Developmental Asset
Family Game Night at the school
(R&P) Opportunities for prosocial involvement in the family
(D.A.) Support: Family support
Promoting family dinners
(R&P) Attachment and bonding to family
(D.A.) Support: Positive family communication
Graduation ceremonies for program completions
(R&P) Recognition of prosocial behavior
(D.A.) Commitment to learning: Achievement motivation
COMMUNITY-BASED PROCESS
Meetings with referral sources (court staff, schools, etc.) to discuss the value of the program and to plan for parent programming
Develop partnerships with other community agencies to enhance programming
Conducting trainings with referral sources (court staff, schools, etc.) to share prevention messages that will be taught to parents so they can reinforce those messages
Talking to local Parent Collaboratives about your program
Attending MCPC meetings and MCPC Youth Advisory Board meetings
EDUCATION– PRIMARY
Administering parenting curriculum
ENVIRONMENTAL
Working on coalition strategies that impact parents, such as the effort to develop a Dayton Dragons Family Zone
Surveying parents to gauge their perceptions about alcohol and other drug use and/or knowledge of mental wellness strategies
INFORMATION DISSEMINATION
Passing out “How to Talk to Your Kids about Drugs” handouts to parents
Distributing wellness information about health fairs
Distributing the Know! Parent Tip information to parents
PROBLEM ID & REFERRAL
Conducting behavioral health screenings
Referring a parent to a counselor or therapist
Assisting a parent with navigating and accessing appropriate behavioral health treatment services for themselves or for their child(ren)
Utilizing the Entire Spectrum of Prevention Strategies
Curriculum-Based Prevention
EXAMPLES:
ALTERNATIVES
Activity R&P Factor or Developmental Asset
Community service projects with youth
(R&P) Opportunities for prosocial involvement in community
(D.A.) Constructive use of time: Youth projects
Participation in youth mentorship programs (i.e., lunch buddies)
(R&P) Presence of mentors and support for development of skills and interest
(D.A.) Support: Other adult relationships
Hosting an alcohol/drug-free student pledge (i.e., Prom Promise)
(R&P) Positive norms
(D.A.) Positive Values: Restraint
COMMUNITY-BASED PROCESS
Meetings with school staff and administrators about the value of prevention, the different prevention messages you will be sharing with the students, and to plan prevention programming
Teaching school staff, community members, and/or parents about ineffective prevention strategies
Developing community relationships to enhance prevention programming
Attending MCPC meetings and MCPC Youth Advisory Board meetings
EDUCATION – PRIMARY
Delivering evidence-based prevention curricula to the intended audience
ENVIRONMENTAL
Meeting with school faculty and/or administration to discuss implementation of prevention policies (i.e., student athlete alcohol and drug policies)
Working within systems to change policies (i.e., prohibiting gambling in juvenile court facilities)
Implementation of coalition strategies developed in MCPC committees
Participating in an environmental scan with the MCPC Marijuana Committee
INFORMATION DISSEMINATION
Posters of prevention messaging in hallways, bathrooms, and around school buildings
Distributing materials such as pamphlets, posters, and flyers with drug prevention messaging at wellness events, health fairs, or parent teacher conferences
Marketing prevention messaging on billboards, through media PSAs, or on organization’s social media page
PROBLEM ID & REFERRAL
Conducting behavioral health screenings
Referring youth to a school counselor or therapist
Assisting parents in navigating and accessing appropriate behavioral health treatment services for their child
Referring a teacher or school staff member to a counselor or therapist
Utilizing the Entire Spectrum of Prevention Strategies
Rx Medication Safety Program
EXAMPLES:
ALTERNATIVES
Activity R&P Factor or Developmental Asset
Joining senior citizens for a healthy social activity
(R&P) Opportunities for prosocial involvement in community
(D.A.) Constructive use of time: Creative activities
Conducting fun team building activities with youth to build rapport
(R&P) Presence of mentors and support for development of skills and interest
(D.A.) Support: Other adult relationships
Facilitating a yoga/meditation activity at a workplace to demonstrate alternatives for pain mgmnt.
(R&P) Emotional control
(D.A.) Positive identity: Positive view of personal future
COMMUNITY-BASED PROCESS
Meetings with schools, pharmacies, physicians, etc., about the value of medication safety and the different prevention messages they can implement
Teaching school staff, community members, and/or parents about ineffective prevention strategies
Developing community relationships to enhance prevention programming
Attending MCPC meetings and MCPC Youth Advisory Board meetings
Conducting pHARMING Effects with youth leaders in conjunction with the Youth Led Prevention program
EDUCATION – PRIMARY
Implementation of Generation Rx program in schools and other community organizations
ENVIRONMENTAL - PRIMARY
Distributing medication disposal pouches and medication lock boxes Meeting with healthcare professionals and concerned citizens to discuss the implementation of additional drop boxes in their neighborhoods
Meeting with pharmacists regarding the implementation of safety protocol in pharmacies such as opioid warning stickers
INFORMATION DISSEMINATION
Marketing messages on flyers, billboards, social media, etc. (i.e., Take Charge Ohio messaging, Generation Rx, etc.)
Participation in health fairs where prevention messages are being disseminated
Informational presentations to let the community know that Generation Rx presentations are available
PROBLEM ID & REFERRAL
Conducting behavioral health screenings
Referring students or adults to a counselor or therapist when deemed appropriate
Utilizing the Full Spectrum of Prevention Strategies
ALTERNATIVES Activity R&P Factor or Developmental Asset
(R&P)
(D.A.)
(R&P)
(D.A.)
(R&P)
(D.A.)
COMMUNITY-BASED PROCESS
EDUCATION ENVIRONMENTAL
INFORMATION DISSEMINATION PROBLEM ID & REFERRAL
Prevention Procedure Code Decision Tree
Direct Prevention
Are you providing interactive prevention interventions that
require personal contact with a target population to influence
individual-level change?
Indirect Prevention
Are you providing population-based prevention interventions
(meaning you are not working with a direct target population) that
require community partnerships to influence community-level
change?
What level of service are you providing?
Are you using a prevention curriculum to
interact directly with a target population in order
to educate them on prevention messages?
Yes
.
Education
(A0620)
No
Are you working with the target population on community
service activities, field trips, mentoring, and/or other
healthy opportunities that is non-curriculum based and
help reinforce the prevention message?
Yes
.
Alternatives
(A0660)
No
Are you screening for signs and symptoms of substance use
and/or mental health issues? Are you in the active process of
referring someone who is exhibiting signs of drug use and/or
mental health issues to the next level of appropriate care?
Yes
.
Problem Identification
& Referral
(A0650)
Are you using one-way communication to
inform your audience of a prevention
message?
Yes
.
Information
Dissemination
(A0610)
No
Are you working to increase the broader
community’s capacity (NOT a target population)
to provide and understand prevention?
Yes
.
Community-
Based Process
(A0630)
Are you changing policies, systems, and/or
environments that help promote mental wellness
and/or drug free lifestyles?
No
Yes
.
Environmental
(A0640)
Yes
Yes
No
No
6/18/2019
1
OHIO PREVENTION CONFERENCE
JUNE 24, 2019
Utilizing the Entire Spectrum of
Prevention Strategies to Enhance
Programming
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This is what we will do today…
Who are You?
Overview & Purpose of the Day
The Prevention Continuum of Care
The Entire Spectrum of Approved Prevention Strategies
Group Activity by Program: Action Plan Development
Action Plan Report Out
Conclusion
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By the end of
today’s session,
you will…
Learn the definitions of all six
federally approved prevention
strategies
Develop a minimum of 1-5 activities
for each prevention strategy
Develop one plan of action for
individualized prevention
programming
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WHO ARE YOU?
Prevention VS. Early Intervention
PREVENTION:
Strategies that focus
on preventing or
delaying the onset of
behavioral health
problems. This
includes preventing
substance abuse and
addictions, problem
gambling,
depression, anxiety,
and suicides.
EARLY INTERVENTION:
Strategies that focus
on identifying and
minimizing the
impact of behavioral
health signs and
symptoms that may
be an indicator an
individual is at high-
risk for developing a
behavioral health
diagnosis, and
thwarting its
progression.
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EARLY
INTERVENTION
ISPREVENTION!!!
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Previous CSAP Director, Fran Harding
IndicatedIndividuals who are high risk because they are
experiencing substance abuse and/or mental health problems, but do not have a diagnosed addiction or
mental illness
SelectiveIndividuals who are at risk for developing substance
abuse and/or mental health problems
UniversalEveryone regardless of risk before there is any indication of a
substance abuse and/or mental health problem
PreventionLevels of Risk
Experiencing
Healthy Living
Increased
Likelihood of Developing
and
Experiencing
Brain Illness
Continuum of Care
Brain Health is the complex, ever-
changing interaction of our one-
hundred billion neurons that makes
us uniquely human. Our experiences,
neuronal connections, and
environmental influences make each
of us distinctly our own selves.
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INSTITUTE OF MEDICINE
Continuum of Care
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Where does Early Intervention fit?8
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Federally Approved Prevention Services & Strategies
CMHS
CSAT
CSAP
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CSAP 6: Approved Prevention Strategies
1. Education
2. Environmental
3. Information Dissemination
4. Community-Based Process
5. Alternatives
6. Problem Identification & Referral
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CSAP Strategy: Education
Based on affecting knowledge, skills, attitudes, and/or behaviors
Two-way communication
Interaction between educator/facilitator and the participants
Aims to affect critical life and social skills:
Decision making
Critical analysis
Refusal skills
Systemic judgment
11
Small Group Work: Education
What is the name of
YOUR educational
prevention service?
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CSAP Strategy:
Problem Identification& Referral
Modifying the behavior of an individual at risk of developingbehavioral health problems
Identifying individuals who have:
Illegal/age-inappropriate use of tobacco and/or alcohol
Use of illicit drugs
Early signs of mental health challenges
Consequences of use and/or mental health challenges (DUIs,missing school/work, etc.)
Does NOT include any activity designed to determine if aperson has a diagnosis or is in need of treatment.
REMEMBER: Prevention professionals can SCREEN but theycannot ASSESS.
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Small Group Work:
Problem Identification & Referral
Identify examples of
Problem ID & Referral
that would support your
Primary prevention
service
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CSAP Strategy:
Alternatives
Activity provided for targeted populations that
excludes alcohol, tobacco and other drug use,
and promotes mental wellness.
Providing opportunities for positive behavior
support as a means of reducing risk taking
behavior and/or reinforcing protective factors.
MOST IDEAL when it is tied to a Risk and Protective
Factor or a Developmental Asset
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15
Risk & Protective
Factors
16
Hawkins & Catalano
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Search Institute: 40 Developmental Assets17
Small Group Work: Alternatives
Identify examples of Alternative prevention services that will compliment your Primary service
Make sure to identify the Risk & Protective Factor and/or Development Asset that supports them
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CSAP Strategy:
Environmental
Broad range of external activities:
Modifying systems
Mainstreaming prevention through policy and law
Changing community norms, access and availability, media messages
Establishes or changes:
Written and unwritten community standards, codes and attitudes which influence incidence and prevalence of behavioral health problems
19
Kroger, 7747 Old Troy Pike, Huber HeightsMedian Household Income: $44,667
Mini Mart, 1117 N. Main, DaytonMedian Household Income: $20,398
19
Small Group Work:
Environmental
Identify examples of
Environmental
prevention strategies
that would support your
Primary prevention
service
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CSAP Strategy:
Community-Based Process
Develops skills of impactors,
who, in turn, provide
awareness, education
and/or skills to target groups
Enhances the ability of the
community to provide more
effective prevention
services
Think broadly: WHO
influences your target
population’s behaviors?
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Small Group Work:
Community Based Process
Identify examples of
Community Based
Process prevention
strategies that would
support your Primary
prevention service
23
CSAP Strategy:
Information Dissemination
One-way communication
Based on affecting
knowledge and attitudes
Awareness and knowledge:
Nature and extent of behavioral health problems
Effects on individuals, families, and communities
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Small Group Work:
Information Dissemination
Identify examples of
Community Based
Process prevention
strategies that would
support your Primary
prevention service
25
Prevention Strategies
Can be Direct or Indirect
Direct Services:
Interactive prevention interventions that require personal contact with
small groups to influence individual-level change.
Indirect Services:
Population-based prevention interventions that require sharing
resources and collaborating to contribute to community-level change.
*Ohio Department of Mental Health & Addiction Services
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Direct Vs. Indirect Prevention Strategies
DIRECT INDIRECT
Alternatives
Community-Based Process
Education
Environmental
Information Dissemination
Problem ID & Referral
Community-Based Process
Environmental
Information Dissemination
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Direct Vs. Indirect Prevention Strategies
Alternatives
Education
Problem ID & Referral Research indicates thatcommunities that have a plan for all 6 strategiesare more likely to see
decreases in substance abuse and
mental illnesses
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Research indicates thatcommunities that have a plan for all 6 strategiesare more likely to see
decreases in substance abuse and
mental illnesses
33
30CSAP 6
Creates Change at Both the
Individual and Community Levels
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What is Your PRIMARY Service?
There is typically one Prevention
Service that serves as your PRIMARY
service
In some cases, there are two
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Primary Prevention Strategies:
Those with the “biggest bang for the buck”…
Education Environmental
AlternativesInformation Dissemination
Community-Based ProcessProblem ID & Referral
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But what about Early Intervention programs?
Education
Problem ID & Referral
AlternativesInformation Dissemination
Community-Based ProcessEnvironmental
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How much time to spend in each?
50 / 50
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For Example:
50%
EDUCATION
50%
ALTERNATIVES
COMMUNITY-BASED PROCESS
ENVIRONMENTAL
INFORMATION DISSEMINATION
PROBLEM ID & REFERRAL
50%
ENVIRONMENTAL
50%
ALTERNATIVES
COMMUNITY-BASED PROCESS
EDUCATION
INFORMATION DISSEMINATION
PROBLEM ID & REFERRAL
28
Another Example:
50%
EDUCATION & PROBLEM ID & REFERRAL
50%
ALTERNATIVES
COMMUNITY-BASED PROCESS
ENVIRONMENTAL
INFORMATION DISSEMINATION
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Groups VS. One-on-One
Prevention services are INTENDED to be group processes. WHY?
It prevents prevention professionals from inadvertently crossing the line into developing a therapeutic relationship with clients
But what if my staff have clinical credentials?
EXCEPTIONS:
Problem ID &
ReferralAlternatives (sometimes)
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How do you choose strategies?
Tied to sound prevention theory
Risk & Protective Factors
Developmental Assets
CAMP
Informed by best practices
Chosen to address a need
Supports resiliency.
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Prevention Strategy Decision Tree
Education?
37
First, define your target population…
Through your
prevention services,
whose behaviors are
you ultimately trying
to influence?
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Challenge – Identify activities per prevention strategy
Education – minimum of 1
Alternatives – minimum of 3
Problem ID & Referral – minimum of 3
Environmental – minimum of 3
Community-Based Process – minimum of 5
Information Dissemination – minimum of 5
Be ready to report out!
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Group Activity
Report Out49
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Next Steps
Share this information with the other
prevention staff at your agency
Comprehensively identify a plan that you
will implement in order to enhance your
prevention programming
51
CONCLUSION / Q & A40