DOCUMENT RESUME CG 027 348 ED 399 497 Alabama Substance Abuse Prevention Training Program TITLE for Educational Personnel. Final Report. Alabama Univ., Birmingham. School of Education. INSTITUTION Department of Education, Washington, DC. SPONS AGENCY PUB DATE [96] 85p. NOTE Directories/Catalogs (132) Reference Materials PUB TYPE Tests/Evaluation Descriptive (141) Reports Instruments (160) MF01/PC04 Plus Postage. EDRS PRICE *Drug Education; Elementary Secondary Education; DESCRIPTORS Grants; Health Promotion; Prevention; *Professional Development; Program Evaluation; Reports; *School Counselors; *School Nurses; *School Psychologists; Substance Abuse Alabama IDENTIFIERS ABSTRACT Quality substance abuse training for 279 educational personnel (school counselors, school nurses, and school psychologists) across the state of Alabama was provided in a series of two-day training sessions through a federal grant. Although the original grant proposed 7 training sessions, 9 training sessions were ultimately offered over the course of the project, with class sizes ranging from 9 to 46 participants. Four of the training sessions were held in Birmingham, Alabama. Goals and objectives of the grant are listed, and how each goal was met is described. The goals were to: (1) improve the quality of drug education materials by developing training materials; (2) increase the number of qualified school-based substance abuse professionals; and (3) increase the amount of technical assistance available to school counselors, psychologists, and nurses to aid them in establishing prevention/intervention activities at the local level. Participants' project evaluations were highly positive. Contains three tables. Appendices, which account for (2) Participant (1) Advisory Board Members; 80% of the document, are: (3) Qualitative Evaluation Comments; (4) List by Site Trained; Evaluation Report; and (5) Alabama Peer Helpers Association Conference Brochure. (JBJ). *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** United States Department of Education Final Report CFDA 84.241A Award Amount: $123,990.00 Project Title: Project #: Alabama Substance Abuse Prevention Training 241A40228 Program for Educational Personnel Telephone: Project Director: Applicant Agency: 205-934-2357 Maxie P. Kohler, Ph.D. School of Education 205-934-3701 University of Alabama at Birmingham I. Introduction: The purpose of this project was to provide quality substance abuse training for psychologists) 280 educational personnel (school counselors, school nurses, and school located in across the state of Alabama through a series of two-day training sessions Alabama State Department of Education Regional Inservice Centers. We met the goal of training 280 professionals to within one person, with the total professionals trained equalling 279. Although the original grant proposed seven training sessions with some 40 participants each in order to reach as closely as possible our target of 280 trained professionals, nine training sessions were ultimately offered over the course of this project with class sizes ranging from a low of nine to a high of 46, which can be seen in Table #1 below. Because the Birmingham area is home to the the largest concentration of educational professionals in Alabama, four training sessions were conducted to accommodate professionals in that region. Finally, all participants were offered continuing education units (CEUs) for their participation in this program by their appropriate credentialing board (agency). Table 1: Overview of Training Sites. Dates and Totals Served: Attended: Accepted: Date: Location: 28 41 May 19-20,1995 Birmingham (Pilot) 35 45 June 8-9,1995 Decatur 35 42 June 15-16, 1995 Jacksonville 34 34 June 23-24, 1995 Troy 33 June 26-27, 1995 41 Mobile - 36 36 July 12-13,1995 Montgomery 46 July 24-25,1995 Birmingham 51 23 35 Birmingham November 28-29.1995 9 May 15-16.1995 Birmingham 15 279 340 Total: BEST COPY AVAILABLE PERMISSION TO REPRODUCE AND U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement DISSEMINATE THIS MATERIAL EDUCATIONAL RESOURCES INFORMATION HAS BEEN GRANTED BY CENTER (ERIC) This document has been reproduced as ri, kaAle,r- received from the person or organization V L1 originating it. Minor changes have been made to w improve reproduction quality. 2 TO THE EDUCATIONAL RESOURCES Points of view or opinions stated in this document do not necessarily represent INFORMATION CENTER (ERIC) official OERI position or policy. Page 2 II. Discussion of Achievement of Goals and Objectives: Below is a listing of each of the goals and objectives set forth in the original proposal and how each was met. To some degree, meeting these goals/objectives was dictated by the educational professionals which were being served. As the grant proceeded, some minor modifications to the project were made in an attempt to expedite the flow of information and provide participants with knowledge and skills as quickly as possible, as opposed to waiting until the "technical support" phase, as will be seen in Goal #3 below. Goal #1: Improve the Quality of Drug Education Materials: Improve the quality of substance abuse education by developing training materials for Alabama State Department of Education (ASDE) counselors, school counselors, school psychologists, and school nurses which will serve as course content for training. Goal #1 Was Met as Follows: The development of the materials for this project was performed by project professionals with the aid of the project Advisory Committee composed of educational and mental health professionals from across the state of Alabama. A listing of the members of this Advisory Committee can be found at the end of this report. This advisory committee guided the development of the materials by assisting with needs assessments/focus groups of the three sets of professionals to be served. Further, they reviewed all training materials prior to training as well as after modifications were made via the pilot training session which took place on May 19-20,1995. Further, we worked cooperatively with Drug-Free Schools and student support professionals from the Alabama State Department of Education in developing and implementing this project. As such, at the close of this project, all materials have been provided to these professionals as well as having trained 27 trainers located strategically throughout the state of Alabama for further dissemination of this project. *Objective #1: Training Manual: Improve the quality of drug education training by developing a training manual which will serve as course training materials to include the following: 1. Basic Information on Substance Abuse Prevention: a. Signs/symptoms of substance abuse b. Risk/resiliency factors 2. Pharmacological Effects of Substances: a. Physical Effects b. Cognitive Effects Social Effects c . d. Behavioral Effects 3. Overview/Techniques for Establishing Drug Prevention/Education Programs: a. Student Assistance Programs (SAPs) b. School /Community Teams c. Violence Prevention/Conflict Resolution Programs 4. Techniques of Counseling and Referral of Youth At Risk: 1. Working with Children of Alcoholics (COAs) 2. Working with Dysfunctional Families due to Drug Problems 3. Working with Youths Exhibiting Social Difficulties Objective #1 Was Met As Follows. A197-page interactive training guide was developed by project professionals for use during the two-day training session as well as for a reference or resource guide for participants when they returned home. As such, this resource consisted of ten chapters as follows: 3 Page 3 Chapter 1: Introductions Chapter 2: Connections Between Substance Use and Academics Chapter 3: Signs and Symptoms of Substance Use Chapter 4: Psychopharmacology Chapter 5: Professionals Communication Skills Chapter 6: Legal and Ethical Issues Chapter 7: Risk, Resiliency, and Protective Factors Chapter 8: Children of Substance Using Parents Chapter 9: Best Practices in Prevention Chapter 10: Resource Directory (to be addressed under Objective #2 of this goal) For ease of readability, color coding of pages was done; specifically, worksheets for participants to use during the training were printed on yellow pages while reference materials and informational data were printed on white pages. For those persons who were trained as trainers (to be discussed below), their instructional pages were printed on pink paper so as to aid in the teaching process. Two copies of the Training Manual are enclosed for your inspection -- a trainer's manual (with pink, yellow, and white pages) and one participant manual (with only yellow and white pages). An agenda for the two-day training session, including times allotted for all segments of the training, is included at the beginning of the training manual. As will be seen in the evaluation section of this project, quantitative and quantitative evaluations of training materials was very good. Although it will be mentioned later under the evaluation section, it should be noted relative to the training sessions that a t-testing of pre/posttest differences revealed a significant different. In other words, participants showed a significant amount of knowledge gain which can be directly attributable to the training sessions conducted. *Objective #2: Directory of Services: Develop a statewide referral network for individuals at risk for substance abuse by compiling a statewide Directory of Services listing all substance abuse and related services available on a county-by-county basis. Objective #2 Was Met As Follows: A Resource Directory was provided to each participant and was included in the last chapter of the training manual. This directory, printed on green paper, included a listing of the following referral sources which will be of benefit to these three groups of educational professionals: 1) Alabama School Counselors 2) Alabama School Nurses 3) Alabama School Psychologists 4) Alabama Drug-Free Schools Coordinators 5) Substance Abuse Treatment Programs - Department of Mental Health 6) Drug and Alcohol Prevention Programs - Department of Mental Health 7) Alabama Mental Health Centers 8) Drug and Alcohol Prevention Programs - Governor's Office of Drug Abuse Policy A copy of the Resource Directory can be found at the end of the Training Manual for your review. Goal #2: Increasing the Number of Qualified Professionals: Increase the number of qualified school-based substance abuse professionals in Alabama by providing statewide training sessions, co-sponsored by the Alabama State Department of Education, for 280 Alabama school counselors, school psychologists, and school nurses in substance abuse prevention. Eleven (I I) of these 280 school Page 4 professionals will be selected by the Alabama State Department of Education, Health and Counseling Division, to become trainers in their respective 11 inservice regions after the close of this grant in such a way as to enable this program to become institutionalized across the state of Alabama. These 11 persons will be chosen from the pool of school counselors. The Training Manual and Directory of Services will be used throughout these sessions and will serve as the basis for training. Goal #2 Overall Was Met As Follows: As noted above, 279 educational professionals were trained through this project. "No shows" and/or cancellations accounted for the very small discrepancy is the goal of training and those actually trained. A listing of those trained at each site can be found at the end of this report by site trained. And, although we initially estimated that we could train only eleven (11) trainers, 27 professionals participated in the training of trainers, both school counselors and nurses. These persons were chosen to increase the level of technical assistance provided either locally (or regionally) particularly for educational professional of these three groups who was unable to attend these trainings. By training more trainers, this minimized the actual amount of technical support which grant personnel had to deliver, since this support could be delivered by trainers in the different regions of the state in a more cost effective way. All educational professionals who were chosen to be trainers participated in the training of trainers sessions in Birmingham, Alabama on May 19-20, 1995. This first session was also used as the "pilot testing" of the curriculum. After this training, modifications, as needed, were made to the curriculum prior to taking this training program on the road. However, it should be mentioned that only very minor modifications were needed to the curriculum after the pilot testing. Objectives #1 - #4 below list basic components of the training program which were addressed in each of the nine two-day training sessions. And, as will be seen in the Evaluation section of this project, participants rated the extent to which these training sessions increased their skill and knowledge at each of the below objectives very positively. *Objective #1: Training on Basic Information: Training sessions were conducted in order to increase the knowledge base of participants relative to the age-appropriate basic signs/symptoms of substance abuse in students as well as to inform them relative to age-appropriate risk/resiliency factors of students, grades K-12. (Chapters 2, 3. 7, and 8 of the Training Manual). *Objective #2: Training in Pharmacological Effects: Training sessions were conducted to increase knowledge of participants in pharmacological effects of drugs on students' physical, cognitive, and social/emotional well-being. (Chapter 4 of the Training Manual). *Objective #3: Training in Establishment of Prevention Mechanisms: Training sessions were conducted to inform school counselors, school psychologists, and school nurses of basic prevention programs available for implementation, with specific emphasis being placed on how to set up Student Assistance Programs (SAPS) in their schools/ counties. These sessions stressed coordination and collaboration with other already-existing positive community and school-based activities. (Chapter 9 of the Training Manual). *Objective #4: Training in Counseling/Referral Techniques: Training sessions were conducted to increase the skill level of school counselors, school psychologists, and school nurses regarding appropriate counseling strategies/referral techniques which can be used when working with youths at risk for substance abuse. Training also included utilization of the statewide Directory of Services manual which was be developed as part of this project. (Chapters 5, 6, 9, and 10 of the Training Manual). Page 5 Goal #3: Technical Assistance Increase the amount of technical assistance available to school counselors, school psychologists, and school nurses which will aid them in establishing prevention/intervention activities at the local level. Goal #3 Was Met As Follows: Because participants during the training session felt they gained the skills needed to develop school support teams during the respective two-day training session they attended, and particularly because we increased the number of trainers which were distributed across the state of Alabama, local trainers were used to provide the technical assistance as needed. Specifically, approximately two to three trainers were located in each of the inservice regions who were to be used for technical assistance, since 27 professions were trained as trainers during the first session on May 19-20,1995. Therefore, Goal #3 of providing technical support was modified to have it provided by local (or in some cases regional) educational professionals who best knew the communities and their problems. *Objective #1: Making On-Site Visits: No on-site visits were requested by project participants; therefore, none were conducted by project staff. It should be noted that one-half day of the two-day training session was spent with project participants assisting them in learning skills needed to develop school support programs, as well as assisting them in developing school support teams during the actual training sessions in an attempt to minimize travel. *Objective #2: Computer Bulletin Board: Although a computer bulletin board does exist at the UAB School of Education, again, technical support was provided by local trainers: therefore, contact with those we trained was kept at a minimum. *Objective #3: Telephone Hotline: Educational professionals who were trained through this program did have immediate access to the project professionals via our UAB telephone connection. Again, however, it was used only minimally, since technical support was provided by those trained as trainers in the respective local areas. Objective #4: Develop Technical Support Teams: Support teams (or systems) in each of the 11 inservice regions were developed through an increase in the number of total trainers. Specifically, we increased the total numbers of trainers from eleven proposed in the original grant to twenty-seven (27) in an effort to effectively locate local trained professionals in each of the inservice regions who could further assist locally and regionally in the development of support systems, as needed. And, as was noted above, training during the two-day session specifically taught participants how to develop support teams in their respective communities. At the same time, we provided them with locally trained professionals who we had identified as 'trainers" as their local resources. HI. Project Evaluation: As will be seen in the Evaluation Report attached, participants were asked to assess both quantitative and qualitative aspects of this project. Although the Evaluation Report covers these parts in more detail, a synopsis of the evaluation according to goals and objectives of the grant will be discussed below. First, quantitative evaluation statistics of the training will be shown in percentages below: Page 6 Table 2. Quantitative Training Evaluation Results Questions: SD 1=Strongly Agree; 2=Agree; SA A D 3=Disagree; 4=Strongly Disagree (Reported in Percentages) N=240 0 0 1.TraLning objectives were clearly stated. 87 13 0 0 80 20 2. Training objectives were met. 0 3. The location of the training was suitable. 26 69 5 4. Content was important. 0 0 86 14 0 0 5. Teaching materials were of high quality. 82 18 0 6. Teaching strategies were appropriate for the 79 20 1 audience. 0 90 7. Sufficient opportunities were provided for 9 1 discussion and questions. 0 8. Training met the needs o 76 e audience. 23 1 0 9. The instructors displayed a clear 93 0 7 understanding of the content. 0 10. Instructors displayed a clear understanding 8 0 92 of group processes. 0 11. All members of the audience were valued by 88 11 1 the instructors. 0 12. Sufficient opportunities were provided to 62 32 6 practice skills and apply knowledge. 13. I already knew much of the information that 6 8 47 40 was presented. 0 14. I will be able to use this information in my 30 69 1 professional position. As can be seen from Table 2, participants overwhelmingly evaluated the training sessions positively. Table 3 below shows the extent to which participants felt the training session Table 3. Participants' Evaluation of Training Effects Questions: 1=No Increase (NI); 2=Sznall Increase SI GI MI NI (SI); 3=Moderate Increase (MI); 4= Great Increase (GI) Reported in Percentages N=240 To what extent has training increased the following: a) knowledge of basic substance abuse information? 34 52 3 11 4 40 b) knowledge of age-appropriate signs and symptoms 43 12 of substance abuse in students? c) ability to recognize age-appropriate risk or 44 45 3 8 resiliency factors in students? 4 37 d) knowledge of pharmocological effects of substances 8 51 on students' physical, cognitive, and socio-emotional well-being? d) skills in developing basic prevention activities or 37 48 4 12 programs (f.e. Student Assistance Programs)? e) counseling and referral skills for youths at risk of 47 33 4 17 substance abuse? Total: 3.6 43.3 41.8 11.3 Page 7 they attended had increased their knowledge and skills set forth in the objectives for the training, as measured by the list of objectives noted in the front of their training manual. And, as can be seen from Table 3, some increase was noted by 96.4% (SI, MI, and GI) of the participants, while a moderate to great increase in skill and knowledge relative to the project objectives was cited by 85.1% (MI and GI) of those participating. More specifically, project goals and objectives are discussed below: Goal #1: Development of Training Materials Process Evaluation: A) Determine the correspondence between the stated objectives of the project and topics addressed in the development of training materials. Process Evaluation #A of Goal #1 Was Met As Follows: Development of the training manual followed that which was stated in the proposal as the content of the curriculum, which, again, followed guidelines set forth by the United States Department of Education Drug-Free Schools Program. There is a one- to-one correspondence between the stated objectives of the project. the curriculum, and other training materials. Further, participants were each asked to specify at the beginning of each training session which objectives they thought would be of interest and help to them so that project trainers could be aware of those objectives of special interest to participants. B) Have members of Curriculum Committee rate training materials (manual and directory) by using a checklist developed to monitor the presence of salient dimensions of professionally endorsed substance abuse materials; Process Evaluation #B of Goal #1 Was Met As Follows: Advisory Committee members were instrumental in the development and revision of all training materials. And, although they preferred not to rate the curriculum materials in writing via a checklist because of constraints and limitations for comments, they were each provided with a copy of the curriculum for review in order to make corrections, modifications, alterations, etc. prior to "piloting" the curriculum during the first training sessions (training of trainers). After their review and the pilot training, all necessary modifications suggested by them were made to the training materials. Outcome Evaluation: A) After pilot training session, participants will complete comprehensive evaluation of materials to include ease of readibility; facilitation of course content; usefulness in work situation, etc. Outcome Evaluation #A of Goal #1 Was Met As Follows; As noted above, each participant was asked to complete a quantitative and qualitative evaluation form. Results of the quantitative evaluation are shown in Table 2 above, while qualitative results to the following questions relative to the training are attached at the close of this report. The questions are as follows: Page 8 A) What aspect of this training was most helpful? B) What aspect of this training was least helpful? C) What do you feel that you've gained from this training? D) In what way do you anticipate that this training will impact on your work with youths? E) What must occur for you to be able to apply the knowledge and skills you have gained from this training? F) What obstacles exist to you applying the knowledge and skills you have gained from this training? G) What resources are you able to use to overcome local obstacles? H) Please provide any other comments that you would like the evaluator of this training to consider. Training: Goal #2: Process Evaluation: A) A detailed syllabus including instructional objectives outlining content and procedures pertinent to each area of presentation will be developed. Process Evaluation #A of Goal #2 Was Met As Follows: A detailed syllabus including instructional objectives was developed and included at the beginning of each training manual. Objectives set forth to be covered through the materials and training sessions were those specified in the Request for Proposals sent out by the United States Department of Education Drug-Free Schools Program grant announcement. B) A pre-test measure will be given to access the status of the knowledge of all incoming participants. Process Evaluation #B of Goal #2 Was Met As Follows: A pretest was given to all participants in these training sessions. However, because modifications of curriculum and pretest/posttesting were made after the pilot training, only results for pre/posttesting of the remaining participants after the pilot testing session were able to be used for calculation purposes (N=240). Specifically, a total of 279 professionals participated in this project; however, the 27 trained as trainers did not have their pretests included because alterations were made both to curriculum and pre/posttest. Therefore, 252 participants were left, but because of coding errors, participants failing to complete the evaluation, etc. in twelve (12) instances, 240 pre/posttests are included. More specifics on statistics of the pretesting can be found in the attached Evaluation Report. C) A survey of participant satisfaction will be used to evaluate the project presentations, materials, and other aspects of the workshop environment. Process Evaluation #C of Goal #2 Was Met As Follows: This can be found in Table 2 above. Again, as can be noted, participants evaluated presenters, presentations, materials, and other aspects of this project very favorably. Page 9 Outcome Evaluation: A) Participant growth will be assessed through a cognitive test over the concepts presented in each unit. Outcome Evaluation #A of Goal #2 Was Met As Follows: As can be seen from the attached Evaluation Report, a posttest was also given to participants of these training sessions. Further, a significant difference was noted between pre/posttesting indicating that participants' amount of information gained was not attributable to random error, but this increase in knowledge was attributable to the training sessions themselves. Please see the Evaluation Report at the end of this report. B) Actual, or videotaped, presentations will be assessed by the evaluator. This will be accomplished through the use of an observation checklist based on the syllabus designed for the workshop. Outcome Evaluation #B of Goal #2 Was Met As Follows: No videotaping of these training sessions was provided; however, actual evaluations by Alabama State Department of Education professionals was done. However, actual documentation in letter form is presently unavailable, as the professional in charge is (and has been) hospitalized for some time due to serious illness. A letter documenting our performance can be obtained when he returns to work. Goal #3: Technical Support: This objective was the most difficult to implement and measure because of two reasons: a) A major push of this project was simply attempting to meet the project training goal of educating the 280 professionals. And, as can be seen, this training goal of serving 280 professionals was met within one person; b) Project professionals worked cooperatively with the newly-developed Alabama Peer Helpers Association to co-sponsor the first annual Alabama Peer Helpers Conference in February, 1996 where approximately 120 school professionals were trained, thereby confounding somewhat the training received from our seminars. As a matter of fact, Dr. Kohler, this project director, sits as a member of the Alabama Peer Helpers Association board, was a founding member of this group, and was a part of the planning team of that conference. Since we encouraged those who were trained in our training sessions as a means of gaining added technical skills in group processes and developing prevention programs to attend this Peer Helpers Conference, it is difficult to measure purely the impact of our training conference alone, as numerous skills were gained at the Peer Helpers conference also. Process Evaluation: A) A separate log of telephone contacts and computer contacts will be kept relative to how many calls come in from the field to the hotline and the computer bulletin board. Process Evaluation #A of Goal #3 Was Met As Follows: