Michigan Model Substance Abuse Conference 9 08


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The Michigan Model for Health is a comprehensive, K-12 health education curriculum.

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  • Michigan Model Substance Abuse Conference 9 08

    1. 1. The Comprehensive Approach to School Health Education Primary Drug Prevention for K-12 Students and the Michigan Model for Health ®
    2. 2. “ Just Say No” to drugs has had about as much impact on drug use as “ Have a nice day” has on clinical depression.
    3. 3. Goals: <ul><li>Learn what works in primary drug prevention for children and youth. </li></ul><ul><li>Explore drug prevention lessons in the Michigan Model for Health . </li></ul><ul><li>Understand how to access local resources and technical assistance. </li></ul>
    4. 4. What Do We Know About Drug Abuse and Children? <ul><li>Some drugs are medicines and must be used correctly. </li></ul><ul><li>Any use of non-medicinal drugs is illegal. </li></ul><ul><li>Underage use of tobacco and alcohol is illegal. </li></ul><ul><li>Any illegal drug use by minors is drug abuse. </li></ul><ul><li>Preventing underage use of legal drugs is likely to prevent future use of illegal drugs. </li></ul><ul><li>The earlier drug abuse begins, the more likely negative consequences will result. </li></ul><ul><li>Drug abuse is linked to additional risk-taking behavior. </li></ul>
    5. 5. Initiation of Drug Use Before Age 13 2007 MI & US YRBS
    6. 6. Early Initiation of Drug Use* *Among those who ever used 2007 MI YRBS
    7. 7. Illicit Drug Use* *Lifetime use among students 2007 MI YRBS
    8. 8. Tobacco Use * During previous month 1997, 1999, 2001, 2003, 2007 MI YRBS
    9. 9. Adversely affects development and transition to adulthood Alcohol & Other Drug Use: Impact on Learning <ul><li>Leads to lowered: </li></ul><ul><li>Investment in homework </li></ul><ul><li>Grades </li></ul><ul><li>Sense of well-being </li></ul><ul><li>Attention span </li></ul><ul><li>Commitment & attachment to family & school </li></ul><ul><li>Increases: </li></ul><ul><li>Absenteeism & truancy </li></ul><ul><li>Likelihood for depression and/or rebellion </li></ul><ul><li>Ties to peers & drug-using subcultures </li></ul><ul><li>Risk-taking behaviors related to delinquency, intentional and unintentional injuries, sex </li></ul><ul><li>Classroom management problems </li></ul><ul><li>Interferes with: </li></ul><ul><li>Brain’s ability to receive, sort, and synthesize information </li></ul><ul><li>Cognitive functioning </li></ul><ul><li>Memory </li></ul><ul><li>Sensation & perception </li></ul>May directly predict dropping out of school Pervasive drug use threatens positive school climate Stifles creativity Suppresses ambition Thwarts imagination Erodes self-discipline & motivation
    10. 10. What Does NOT Work <ul><li>Information-only programs about negative effects of drugs </li></ul><ul><li>Listing & describing a menu of drugs </li></ul><ul><li>Affective-only programs </li></ul><ul><li>Scare tactics </li></ul><ul><li>Testimonies of ex-addicts </li></ul><ul><li>Nonpromotion of students to the next grade </li></ul><ul><li>Pre-packaged curricula used in isolation </li></ul><ul><li>One-shot programs </li></ul><ul><li>Inconsistent messages </li></ul>
    11. 11. What DOES Work <ul><li>Enhance protective factors; reduce risk factors </li></ul><ul><li>Target gateway drugs </li></ul><ul><li>Promote refusal skills, anti-drug commitments, social competency </li></ul><ul><li>Use interactive methods </li></ul><ul><li>Include parent/caregiver component for family focus </li></ul><ul><li>Provide continuity and repeated reinforcement </li></ul><ul><li>Enhance school & family interventions with community campaigns and policy changes </li></ul><ul><li>Address community drug problems </li></ul><ul><li>Tailor age-specific, developmentally-appropriate, & culturally-sensitive programs </li></ul>National Institutes of Drug Abuse, 1997
    12. 12. Coordinated School Health Programs Family & Community Involvement Physical Education School Health Services Nutrition Services Counseling, Psychological & Social Services Comprehensive School Health Education School-site Health Promotion for Staff Healthy School Environment
    13. 13. The Comprehensive Approach to School Health Education Michigan Model for Health ®
    14. 14. <ul><li>Model health curricula for grades K-12: </li></ul><ul><ul><li>Elementary manuals are organized by GRADE. </li></ul></ul><ul><ul><li>Secondary modules are organized by TOPIC. </li></ul></ul><ul><ul><li>All major CDC risk behaviors are addressed. </li></ul></ul><ul><li>Infrastructure of health coordination sites statewide </li></ul>
    15. 15. <ul><li>A skills-based comprehensive curriculum </li></ul><ul><li>Designated as a “Promising Program” by the U. S. Department of Education </li></ul><ul><li>Aligned to Health Education Standards </li></ul><ul><li>Based on current research </li></ul><ul><li>Addresses Safe & Drug-Free Schools goals </li></ul><ul><li>The product of a statewide joint effort of partners from various disciplines </li></ul><ul><li>A living document – continuously updated </li></ul>
    16. 16. <ul><li>Comprehensive Curriculum A planned, sequential, age-appropriate curriculum, developed by qualified professionals to promote the development of knowledge, health-related skills, and positive attitudes toward health and well-being for students in kindergarten through grade 12. </li></ul><ul><li>Skill-based Instruction - explains the skill, - models the skill, - guides practice, and, - personalizes the use of the skills. </li></ul>
    17. 17. <ul><li>Research indicates that: </li></ul><ul><li>Behavior change is more likely if the following </li></ul><ul><li>factors are included in a health education program: </li></ul>● Knowledge ● Self-efficacy ● Skills ● Environmental Support The Michigan Model for Health ® is based on building knowledge and skills so that students feel confident and have the self efficacy to act in a safe and healthy way.
    18. 18. <ul><li>The Ultimate Goal of the Michigan Model for Health ® is that young people adopt healthy lifestyles. </li></ul>Three means of meeting this goal include: 1) Meet Health Education Standards 2) Increase and Maintain Positive Health Behaviors 3) Extend Learning & Reinforcement of Health Behaviors Beyond the Classroom
    19. 19. <ul><li>Michigan Department of Education </li></ul><ul><li>Michigan Department of Community Health - Adolescent and School Health Unit - Office of Drug Control Policy - Mental Health Services - Public Health Administration </li></ul><ul><li>Michigan Department of Human Services </li></ul><ul><li>Michigan State Police Department - Office of Highway Safety Planning </li></ul>Additional non-voting representatives
    20. 20. <ul><li>Implemented state-wide to 1.5 million students (even though it is a recommended, not required, curriculum) </li></ul><ul><li>Delivered and supported by a network of 25 Health Coordinators at ISDs, RESAs, RESDs and major school districts, all of whom are members of a state Comprehensive School Health Coordinators’ Association (CSHCA) </li></ul><ul><li>Oversight at state level by State Steering Committee </li></ul><ul><li>Published and supported by the Educational Materials Center (EMC) at Central Michigan University </li></ul>
    21. 21. <ul><li>Michigan Model ® substance abuse lessons had a statistically significant positive impact in curtailing rates of alcohol, tobacco and marijuana use in middle school students. (Shope 1996, 1998) </li></ul><ul><li>The Michigan Model ® was the comprehensive health program to receive an “A” designation in “Making the Grade.” (Drug Strategies 1996, rev. 1999) </li></ul><ul><li>Michigan Model ® rated as one of the best violence prevention programs in the United States (Drug Strategies 1998) </li></ul>MORE
    22. 22. <ul><li>Longitudinal data reported improvements realized in terms of student’s knowledge, peer susceptibility, alcohol and marijuana use with the implementation of the Michigan Model ® (Addiction Research Institute, Wayne State University/Skillman 1999) </li></ul><ul><li>Michigan Model ® designated a “Promising Program” by the U.S. Department of Education (2001) </li></ul><ul><li>Pilot study documents positive changes in nutrition knowledge and behaviors among middle school children who received Michigan Model nutrition module (Fahlman, Journal of School Health, April 2008) </li></ul>
    23. 23. <ul><li>Major, three-year, evaluation study begun in 2006 involving sixty school buildings in Michigan and Indiana. </li></ul><ul><li>Measures effectiveness of Michigan Model for Health ® curriculum: Social & Emotional Health, Nutrition, Physical Activity, Safety, and Alcohol, Tobacco & Other Drugs. </li></ul><ul><li>Largest data set of its kind measuring risk behaviors at grades 4 & 5 </li></ul><ul><li>Initial results indicate positive changes in drug abuse knowledge and behaviors. </li></ul><ul><li>Published results will be available in 2008-09 </li></ul>
    24. 26. <ul><li>Two primary purposes of 2006-2009 revision: </li></ul><ul><li>Check for medical accuracy, modify to add new health issues and examine to refine instructional methodology. </li></ul><ul><li>Reduce number of lessons at each grade level to ensure more consistent implementation of health education, and increase likelihood that critical content and skills are taught. </li></ul><ul><ul><li>K: 53 to 21 lessons </li></ul></ul><ul><ul><li>1 st : 51 to 24 lessons </li></ul></ul><ul><ul><li>2 nd : 53 to 20 lessons </li></ul></ul><ul><ul><li>3 rd : 56 to 25 lessons </li></ul></ul><ul><ul><li>4 th : 53 to 26 lessons </li></ul></ul><ul><ul><li>5 th : 58 to 31 lessons </li></ul></ul>
    25. 27. <ul><li>Revised lessons correlated to: </li></ul><ul><li>National Health Education Standards </li></ul><ul><li>Michigan Curricular Framework </li></ul><ul><li>Revised Units include: </li></ul><ul><li>Embedded Assessments </li></ul><ul><li>Family Resource Sheets </li></ul><ul><li>CD-ROM including masters for all reproducible pages, PowerPoint slides, materials photos, and active web links. </li></ul>
    26. 28. <ul><li>Social & Emotional </li></ul><ul><li>Managing Strong Feelings </li></ul><ul><li>Showing Respect and Caring </li></ul><ul><li>Accepting Responsibility </li></ul><ul><li>Nutrition & Physical Activity </li></ul><ul><li>Healthy Eating & Healthy Physical Activity </li></ul><ul><li>Variety Food Groups </li></ul><ul><li>Variety Physical Activity </li></ul><ul><li>Balanced Physical Activity, Rest & Sleep </li></ul><ul><li>Serving Numbers & Sizes </li></ul><ul><li>Information Labeling </li></ul><ul><li>Influences </li></ul><ul><li>Food Safety </li></ul><ul><li>Safe Physical Activity </li></ul><ul><li>Plan for Snacks, Balanced Meals, & Physical Activity </li></ul><ul><li>Weight Management </li></ul><ul><li>Advocacy </li></ul>MORE
    27. 29. <ul><li>Safety </li></ul><ul><li>Pedestrian </li></ul><ul><li>Vehicle Safety Belt Use/Vehicle Occupant </li></ul><ul><li>Wheeled Recreational Safety </li></ul><ul><li>Fire Safety </li></ul><ul><li>Water and Sun </li></ul><ul><li>Home and Public Safety </li></ul><ul><li>Internet Safety </li></ul><ul><li>Weapons/Dangerous Objects </li></ul><ul><li>Child Abuse Prevention </li></ul><ul><li>Alcohol, Tobacco & Other Drugs </li></ul><ul><li>Medicines </li></ul><ul><li>Poisons/Inhalants </li></ul><ul><li>Caffeine </li></ul><ul><li>Tobacco </li></ul><ul><li>Alcohol </li></ul><ul><li>Marijuana </li></ul><ul><li>Personal Health & Wellness </li></ul><ul><li>Hygiene </li></ul><ul><li>Dental Health </li></ul><ul><li>Exercise and Rest </li></ul><ul><li>Sun, Water and Ice Safety </li></ul><ul><li>Safe Food Handling </li></ul><ul><li>Medicines </li></ul>
    28. 30. <ul><li>Introductory sections - Why Teach Health Education - Overview of the Michigan Model for Health ® - How to Use the Manual </li></ul><ul><li>Social and Emotional Health </li></ul><ul><li>Nutrition and Physical Activity </li></ul><ul><li>Safety </li></ul><ul><li>Alcohol, Tobacco, and Other Drugs </li></ul><ul><li>HIV and Reproductive Health (supplements) </li></ul>
    29. 31. Lesson Number Lesson Title Learning Objectives Health Standard Lesson Synopsis Time Requirement Materials Needed
    30. 32. Column Headings: Consistent throughout all Lesson Procedure sections Bridging Statement Outline format: Easy reference for experienced teachers Suggestion: Tips to help teachers Scripted: Help for new teachers or new to the subject matter Introduction Section
    31. 33. Slide Masters: Offered in black and white (for overhead transparency) as well as PowerPoints Assessments: Student self assessments & assessment tools for teachers
    32. 34. Michigan Model for Health ® : Strategies to Prevent Alcohol, Tobacco, and Other Drug Abuse <ul><li>States a clear “no use” message for children </li></ul><ul><li>Informs children about the physical, social, emotional, and legal consequences </li></ul><ul><li>Builds skills for refusing situations involving ATOD use </li></ul><ul><li>Avoids media portraying underage use of drugs and utilizes media portraying youth demonstrating a “no use” stand </li></ul><ul><li>Addresses current information and trends in developmentally appropriate manner </li></ul><ul><li>Draws on best practice in drug abuse prevention </li></ul>
    33. 35. <ul><li>Safe use of medicines (K, 1) </li></ul><ul><li>Poisoning prevention (K, 1, 3) </li></ul><ul><li>Inhalant prevention (3, 5) </li></ul><ul><li>Caffeine cautions (2, 6) </li></ul><ul><li>Tobacco prevention (1-6) </li></ul><ul><li>Avoidance of secondhand smoke (1, 2, 4) </li></ul><ul><li>Alcohol prevention (2-6) </li></ul><ul><li>Media literacy (4, 6) </li></ul><ul><li>Refusal skills (3, 4, 6) </li></ul><ul><li>Families and alcohol (3, 4, 6) </li></ul><ul><li>Avoidance of impaired drivers (5, 6) </li></ul><ul><li>Marijuana prevention (6) </li></ul>Michigan Model for Health ® : Alcohol, Tobacco, and Other Drug Abuse Prevention Topics
    34. 39. <ul><li>There are a total 19 titles available at the secondary level of the Michigan Model ® : </li></ul><ul><li>nine modules at grades 7-8 </li></ul><ul><li>ten modules at grades 9-12 </li></ul><ul><li>Modules vary in size from 4 to 22 lessons, depending on the subject matter and options for instruction. </li></ul>
    35. 40. <ul><li>The goals of this 7-lesson module are that students will: </li></ul><ul><li>Understand the health benefits of abstaining from tobacco use. </li></ul><ul><li>Understand the health, legal, social and financial issues related to tobacco use. </li></ul><ul><li>Analyze the influences to use tobacco and demonstrate ways to counter these negative influences. </li></ul><ul><li>Apply their knowledge of tobacco and their skills to promote the norm of abstinence from tobacco use. </li></ul><ul><li>Utilize the skills needed to abstain from tobacco use and support others who choose to abstain. </li></ul><ul><li>Utilize the skills needed to support others who want to quit. </li></ul>“ It's No Mystery: Tobacco Is a Killer” Tobacco Prevention Module for Grades 7 and 8
    36. 41. <ul><li>The goals of this 13-lesson module are that students will: </li></ul><ul><li>Understand the rules and laws related to alcohol, tobacco, and other drugs and apply them in their homes, schools, and communities. </li></ul><ul><li>Understand the influences that promote alcohol, tobacco, and other drug use in young people. </li></ul><ul><li>Understand the potential health, social, and legal consequences of alcohol, tobacco, and other drug use. </li></ul><ul><li>Review and teach four important skills needed to live a drug-free lifestyle. </li></ul><ul><li>Apply knowledge and skills in promoting drug-free messages to their peers. </li></ul><ul><li>Identify and locate reliable sources of information and assistance for drug-related issues. </li></ul><ul><li>Make personal commitments to living drug free. </li></ul>“ Protect A Friend–Share Your Skills” Alcohol, Tobacco, and Other Drug Prevention Module for Grades 7 and 8
    37. 42. <ul><li>The goals of this 6-lesson module are that students will: </li></ul><ul><li>Understand the health benefits of abstaining from tobacco use. </li></ul><ul><li>Apply their knowledge of tobacco in preparing a campaign to reduce or eliminate tobacco use among their peers, at youth activities and in the community. </li></ul><ul><li>Utilize the skills needed to abstain from tobacco use and encourage others to abstain. </li></ul><ul><li>Utilize the skills needed to quit using tobacco and encourage others to quit. </li></ul>“ Teens Campaign Against Tobacco” Tobacco Prevention Module for Grades 9-12
    38. 43. <ul><li>The goals of this 15-lesson module are that students will: </li></ul><ul><li>Comprehend the physical, emotional, social, and economic consequences of alcohol, tobacco, and other drug use. </li></ul><ul><li>Analyze the impact of the school and community environment on the problem of alcohol, tobacco, and other drug use. </li></ul><ul><li>Understand the legal issues related to alcohol, tobacco, and other drug use among adolescents. </li></ul><ul><li>Research topics related to alcohol, tobacco, and other drug use by using print materials, interviews, and technology and will synthesize their findings. </li></ul><ul><li>Apply assertive communication, refusal, and problem-solving skills to situations related to alcohol, tobacco, and other drug use. </li></ul><ul><li>continued </li></ul>“ Teens Voice Solutions to the Problem of Alcohol, Tobacco, and Other Drugs” Substance Abuse Prevention Grades 9-12
    39. 44. <ul><li>Goals continued: </li></ul><ul><li>Apply problem-solving skills to the social problem of alcohol, tobacco, and other drug use among adolescents. </li></ul><ul><li>Propose possible solutions for reducing alcohol, tobacco, and other drug use among adolescents. </li></ul><ul><li>Evaluate possible solutions to the problem of alcohol, tobacco, and other drug use among adolescents to identify the solution most likely to succeed. </li></ul><ul><li>Apply their knowledge and skills by presenting a proposed solution to the problem of alcohol, tobacco, and other drug use to school and/or community representatives. </li></ul>“ Teens Voice Solutions to the Problem of Alcohol, Tobacco, and Other Drugs” Substance Abuse Prevention Grades 9-12
    40. 45. <ul><li>Skills-based </li></ul><ul><li>Effective </li></ul><ul><li>Sequential K-12 </li></ul><ul><li>Aligned to Health Education Standards and Grade Level Content Expectations and Guidelines </li></ul><ul><li>Based on research </li></ul><ul><li>Comprehensive </li></ul><ul><li>Current and Accurate </li></ul>
    41. 47. The Comprehensive Approach to School Health Education Let’s try out an activity!
    42. 48. Refusal Skills Grade 5 <ul><li>Stand Up for Yourself </li></ul><ul><li>Say “No” to Tobacco and Other Drugs: </li></ul><ul><li>Say a direct “No.” </li></ul><ul><li>Repeat the same phrase over and over. </li></ul><ul><li>Suggest another activity. </li></ul><ul><li>Give a reason. </li></ul><ul><ul><li>Give a fact. </li></ul></ul><ul><ul><li>State your feelings or opinion. </li></ul></ul><ul><li>Walk away. </li></ul><ul><li>How to say “no” firmly: </li></ul><ul><li>Use a firm voice and speak loudly, but don’t shout. </li></ul><ul><li>Look the person straight in the eye. </li></ul><ul><li>Stand tall. </li></ul>
    43. 49. Skills-Based Instruction <ul><li>Introduce </li></ul><ul><li>Motivate </li></ul><ul><li>Explain </li></ul><ul><li>Model </li></ul><ul><li>Demonstrate </li></ul><ul><li>Check for Understanding </li></ul><ul><li>Practice </li></ul><ul><li>Guided Practice With Feedback </li></ul><ul><li>Apply </li></ul><ul><li>Use in real life </li></ul>
    44. 50. Refusal Skills Practice <ul><li>Refusers </li></ul><ul><li>Listen as I try to get you to do something. </li></ul><ul><li>Respond to me by using any of the five refusal strategies. </li></ul><ul><li>Afterwards, you will receive feedback. </li></ul><ul><li>Observers </li></ul><ul><li>Watch and listen as the refuser responds. </li></ul><ul><li>Say nothing. </li></ul><ul><li>Afterwards, be prepared to give feedback about what was effective and what could be improved. </li></ul>
    45. 51. Practice Situation 1 <ul><li>You are walking across the playground during recess looking for something to do. Two students approach you: Taylor and Maria. They are people you really like. Taylor says, “We have some cigarettes. Do you want to go smoke with us behind the school? How will you say no? </li></ul>5-ATOD-4
    46. 52. Practice Situation 2 <ul><li>You are helping your older brother wash his car. Some of his friends stop by to talk. They are drinking beer. One of them asks you if you are cool enough to have a beer with them. How will you say no? </li></ul>4-ATOD-5
    47. 53. Regional Comprehensive School Health Coordination Sites
    48. 54. Next Steps: <ul><li>What are your next steps for improving the health of students in your role? </li></ul><ul><li>Who might you partner with in this effort? </li></ul><ul><li>What assistance would you like in accomplishing your goals? </li></ul>
    49. 55. <ul><li>Contact: </li></ul><ul><li>Wendy L. Sellers, RN, MA, CPC </li></ul><ul><li>Comprehensive School Health Coordinator, Eaton ISD </li></ul><ul><li>517-541-8768 or wsellers@eaton.k12.mi.us </li></ul><ul><li>www.michiganmodel.org </li></ul>