School-based substance use prevention programs Findings from the Better Together Schools pilot projects MDAC School-based substance use prevention programs Findings from the Better Together Schools pilot projects In 2004,AADAC, in partnership with theAlberta School Boards Formorethan 50years, the Association andAlbertaEducation, created the BetterTogether Schools AlbertaAlcoholandDrug Abuse Commission (AADAC) pilot projects (BTS) to support schools and school districts interested in implementing substance use prevention and early intervention programs hassupportedAlbertans in buildingcapacitytoover- that were comprehensive, based onbest practices and designed to meet comesubstanceabuseand the unique strengths andchallenges ofthe community. As part ofthe gamblingproblems. Preven- BTS, sixAlberta school divisions were selected and provided with tionprograms, whichaim to funding to develop local strategies for youth substance use prevention: increaseprotectivefactors • Grasslands School Division, Brooks andfosterresiliencyfor childrenandyouth, arean • Holy Spirit Catholic School Division, Lethbridge essentialcomponentof • Greater St. AlbertCatholic Regional School Division, AADAC’s integratedsys- Morinville/Legal temofaddictionservices. AADACworks collabora- • Christ the Redeemer School Division, Drumheller tivelywithschools todeliver • BuffaloTrail Public School Division, Wainwright specializedservicesthat • Holy Family Catholic Regional Division, Peace River reflecttheneedsofthe com- munityandtheexperiences Examples of BTS activities ofchildrenandyouth. Formoreinformation, please • promote the ideathat substance use is notjust a school problem referto SubstanceUse but acommunity problemrequiring acommunity solution Prevention intheClassroom • meet with schools regarding training, and school policies and (2007)available throughour procedures websiteataadac.com • educate and train teachers withthe intent ofdeveloping the schools' ability to delivereffective substance use prevention training overthe long term School-basedsubstanceusepreventionprograms AADAC PROVINCIALPREVENTIONUNIT | • provide train-the-trainerteachereducation • train youth leaders and students as apeer support team • directly involve students in planning activities • establish more effective links between students andpolice • focus on curriculumdevelopment • establish ongoing access to resources and materials • create aresource library • establish a "wrap-around support team" to co-ordinate services for high-risk students • bring amobile youth addictions counsellor to the community • hire an addictions counsellor What we learned AADAC conducted a literature review ofyouth substance use preven- tion in schools and an evaluation ofthe six BTS pilot sites. This document outlines what was learned and identifies areas to consider when developing a school-based prevention program. From the literature • Programs that are multi-faceted and include acurriculum Iseeanopennessand component are most effective. A key piece ofa multi-faceted awillingness to listen, programis parental involvement, which is shown to be important andanhonestrespectfor in reducing substance use. whatpeopleare trying to • Effective prevention programs focus on life skills, and require accomplish. There isa real relationship building among stakeholders and students to connect focuson thekids[thatis] students to healthyenvironments. verymuchworking toward thecommongood. • Programs that focus on reducing risk factors (such as addiction in the home and isolation) and enhancing protective factors (such as (BTSmembercomment) positive self-esteem, healthy relationships and parental support) have been shown to be most successful. • Evidence-based programs that are well planned, have a theoretical foundation and have been implemented according to a comprehensive plan are found to have the most impact. • Universal programs (those that target all youth) may be beneficial in reducing substance use by all youth, including those atrisk. Somecaution is noted regarding programs that clusterhigh-risk 2 FindingsfromtheBetterTogetherSchoolspilotproject AADAC PROVINCIALPREVENTIONUNIT | youth together. More research is needed to fully understand the specific relationship between universal programming and high- riskyouth. From the projects The funding provided to each ofthe six pilot sites was helpful in assist- ing schools to bring stakeholders together to identify local concerns, Fourkeyelements establish priorities and begin to implement an action plan. supportedthiswork: Each project established aBTS committee, consisting ofschool • havingalreadyexisting AADAC administrators, a school division representative and an networks representative. Depending on the pilot site, othercommittee members • havingindividual included teachers, students, parents, school counsellors and representa- contactsin theschool tives fromcommunity organizations. • involvingstudents Features that were found to be critical to committee members' commit- • usingfundingasincentive ment and dedication to substance use prevention programming included forinvolvement • sharing common values Thebiggestchallengewas findingawaytogetthe • acknowledging the concern at hand workdonewithinalready • taking steps to workon substance use among students confinedandoverloaded • being optimistic workloads. • caring about students’ well-being and success (BTScommitteemember comment) Throughthe BTS process, committee members developed a heightened awareness andknowledge ofsubstance use prevention forchildren and youth. All pilotprojects achieved their objectives, and many surpassed expec- tations. Schools andcommunities noticed the positive impact that BTS activities had on students. This was particularly relevant in those pilot sites where students were directly involved in planning and program delivery. The commitment ofparticipants farexceededexpectations, and discussions with students confirmed that the activities initiated were on target andeffective. All BTS pilot site programs focused directly orindirectly on enhanc- ing student skills and supporting protective factors to assist students in making healthy decisions related to substance use. Though some pilot sites opted forone-time events, they were generally supportedby a curriculumfor substance use prevention. A networkofBTS committees was established, providing opportunities to learn fromeach other, as well as fromthe evaluation andresearch. 3 School-basedsubstanceusepreventionprograms AADAC PROVINCIALPREVENTIONUNIT | What to consider When undertaking a school-based substance use prevention initiative, acomprehensive strategy should address fourcore components: • participation • planning • programdevelopment and implementation • evaluation As indicated in Figure 1, participation is critical to success. Figure 1: Fourcomponentsofacomprehensivestrategy Participation • Involve the community. It helps to carry aconsistent message about prevention beyond the school context. Get parents, students, teachers, school district staffand community members on board and committed. • Determine what key community players need to be involved. Provide support and maintenance forcommittee member involve- ment. • Determine how to handle changes in committee and activity membership (forexample, replacement, orientation, education, support). 4 ) ! FindingsfromtheBetterTogetherSchoolspilotprojects AADAC PROVINCIALPREVENTIONUNIT | • Identify roles, responsibilities and lines ofcommunication to minimize duplication and maximize impact. Planning • Conduct a needs assessment to determine what your school community requires. • Review school district policies on school-based prevention. • Develop a vision. • Do notreinventthe wheel. Use an evidence-based approach that has worked well elsewhere and adapt itto your situation. • Considerthe long-term sustainability (financial and otherwise) ofthe programwhen planning. Program development and implementation • Use amulti-faceted approach, particularly with acurriculum component, to increase the chances ofsuccess. Adding comple- mentary parent education is recommended. • Considergenderdifferences or otherdemographic characteristics ofthe student population. • Think about yourtarget audience. Consider whetherthe program will address all students orjust those who are high-risk. • The program should include skill development with an empha- sis onbuilding connectedness andrelationships, and a focus on behavioural intentions (forexample, how behaviours, norms and attitudes are acquired and maintained). • Keep focused. Make sure the implementation phase is consistent Whatyouhavearound with yourplan. this tablearemagicians whocan takeasmall • Teachers and other school personnel often have established posi- amountofmoneyand tive relationships with students that continue overthe course of a student's time in school. These long-termrelationships support reachoutandtoucha tar- the important role that teachers and other school staffcan have in getednumberofstudents, delivering substance use prevention programs in schools. sometimesinasmallstep, sometimes larger. • Support those involvedin implementing the program to ensure that everything goes as planned. (BTSmembercomment • Make it interactive 5 School-basedsubstanceusepreventionprograms AADAC PROVINCIALPREVENTIONUNIT | Evaluation • Include acomprehensive evaluationprocess. This will ensure that you have the best information available for planning nexttime. • Consider stafftraining, and resource needs for collecting and analyzing evaluation data. • Contribute to the bestpractices literature on school-based prevention programs so others canbenefitfrom yourexperiences. Find other ways to share information, such as conference presentations. Summary The BetterTogether Schools pilotprojects (BTS) supported schools and school districts in implementing substance use prevention and early intervention programs that were comprehensive, based onbest practices and designed to meet the unique strengths and challenges of the community. AADAC continues to work with theAlberta School BoardAssociation andAlbertaEducation to support the BetterTogether Schools projects throughconsultation, training andresources. For more information, please contact AADAC Provincial Prevention Unit 5th Floor, 10909 JasperAvenue Edmonton,Alberta T5J 3M9 780-415-2014 6 Digitized by the Internet Archive 2016 in https://archive.org/details/schoolbasedsubst00albe_0