Goal: Reduce, delay or eliminate the probability of developing alcohol, tobacco and drug use disorders. Substance Abuse Prevention

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1 Goal: Reduce, delay or eliminate the probability of developing alcohol, tobacco and drug use disorders Substance Abuse Prevention

2 Zero-Tolerance Policies Scare Tactics Just Say No Ineffective Strategies Curricula that relies solely on information about drugs and their dangers Stand alone assemblies and/or testimonials

3 Risk Factors Protective Factors Academic failure (beginning in elementary) Lack of commitment to school Family conflict (abuse, neglect) Friends who use Favorable attitudes towards use by parents and/or friends Availability of drugs Perceived risk of drug use Family History of Use/Abuse Early Delinquency School connectedness Strong bond with parent (or caregiver) Clearly defined family rules Opportunities/Rewards for prosocial involvement Belief in the moral order/religiosity Good Friends Good social skills Attending a school with policies against drug and alcohol use Hawkins and Catalano

4 Local Substance Abuse Authority (LSAA) Bear River (Box Elder, Cache, Logan, Rich) Weber County (Weber, Ogden, Morgan) Davis County (Davis) Salt Lake County (Salt Lake, Jordan, Murray, Granite, Canyons) Tooele County (Tooele) Summit County (North & South Summit, Park City) Wasatch County (Wasatch) Utah County (Alpine, Nebo, Provo) Central Utah (Juab, Millard, Piute, Sevier, Wayne, Tintic, North/South Sanpete) Four Corners (Carbon, Emery, Grand) Southwest Utah (Beaver, Garfield, Iron, Kane, Washington) Northeastern Utah (Daggett, Duchesne, Uintah) San Juan County (San Juan)

5 Schools Policies Awareness Education Skill Building Connection

6 Policies Comprehensive Consistent Efficacious

7 Awareness Messaging campaigns Normative Education Frame the conversation as a health issue Use realistic, real-life examples Help individuals identify potential consequences Engage peers as messengers De-glamorize substance use Consistent across school and community Red Ribbon Week

8 Mary Johnstun, Bach Harrison LLC, ,

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10 Student Attitudes and Perceptions Regarding Marijuana Use Percent of Students Indicated they felt it was "not wrong at all" for a kid their age to smoke marijuana. Indicated parents felt it was "not wrong at all" to smoke marijuana. At least one best friend who used marijuana in the past year Believe there is a very good or pretty good chance they would be seen as cool if they smoked marijuana Very Easy or Sort of Easy to Get Marijuana Perceive No Risk or Slight Risk in Trying marijuana once or twice Perceive No Risk or Slight Risk in Smoking Marijuana Regularly Past Month Marijuana Use (All grades combined)

11 Education Elementary Academics with special emphasis on reading Building relationships with helpful people Media influence on making healthy choices Recognize health implications of alcohol and tobacco use

12 Skills Building Elementary Self-Control Emotional Awareness/Regulation Communication Skills Social Problem-Solving Skills Self-Esteem Refusal Skills Coping Skills

13 Education Secondary Examine the consequences of ATOD use, misuse and abuse Short and long term effects Guidelines for safe use of medicine Legal consequences Analyze the risk and protective factors that influence use and abuse of ATOD Peer pressure Practices to support drug-free lifestyle Media and marketing techniques Access information for treatment of addictive behaviors Academic support

14 Skills Building Secondary Study Skills Communication Skills Stress Management Peer Relationships/Pressure Self-Efficacy and Assertiveness Drug Resistance Skills Conflict Management Coping Skills

15 Connection

16 Connection

17 Social Development Strategy

18 The Why To fit in Others are doing it, peer pressure To feel good Feelings of pleasure To do better Hope to improve performance To experiment Thrill of it, curiosity To show independence Rebel To relieve boredom To feel better Lessen feelings of distress, self-medicate

19 Trauma An event, series of events, or set of circumstances experienced by an individual as physically or emotionally harmful or life threatening that have lasting adverse effects on functioning and mental, physical, social, emotional, or spiritual wellbeing SAMHSA (n.d.)

20 ACES Questionnaire Have you experienced any of the following before you were 18? Recurrent physical abuse Recurrent emotional abuse Contact sexual abuse Household substance abuse An incarcerated household member Household mental illness Mother treated violently Parental separation or divorce Physical neglect Emotional neglect

21 Impact of Trauma on Learning Potential signs and symptoms of trauma Loss of appetite Easily startled Difficulty concentrating or remembering Frequent headaches or stomachaches Constant state of alert Diminished interest in school and activities Self-blame or shame Feeling of detachment from others Recurrent conflicts with peers Irritability Outbursts of anger Trouble focusing on classwork

22 Findings from the ACE Study With an ACE increase from 0-4, individuals are: 242% more likely to smoke; 222% more likely to become obese; 288% more likely to contract an STI; 357% more likely to experience depression; 443% more likely to use illicit drugs; 555% more likely to develop alcoholism; 1133% more likely to use injected drugs; and 1525% more likely to attempt suicide Felitti et al. (1998)

23 Trauma Informed Schools Establish safety and trust Prioritize social-emotional skills Always empower (avoid power struggles) Unconditional positive regard Maintain high expectations Engage and question to avoid misunderstandings Guide and help students build relationships Validate their experiences Avoid re-traumatization Wolpow et al (2011)

24 Lynette Schiess USBE Substance Abuse Prevention and Intervention Specialist Substance Abuse Prevention