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Mentoring Impacts on ATOD Prevention


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This webinar, as part of the free monthly series from Friends for Youth, takes a look at several ways mentoring can serve as an effective intervention in youth substance abuse prevention efforts – directly because of the mentor’s impact and also through a program’s participation in collaborative activities with other prevention-focused entities. Looking at San Mateo County’s prevention efforts, where Friends for Youth is an ongoing partner, you’ll learn about effective primary prevention, the importance of collaborative efforts, and see examples of youth-led activities. Friends for Youth will share results from their ongoing mentee evaluation, specifically at how mentoring affects ATOD use and abuse, along with a working theory about why. This webinar will also feature an overview of several toolkits developed specifically as resources for mentors to guide conversations and we’ll hear about some of the strategies mentors can use when meeting with their mentees.

This special webinar features Sara Randazzo, Manager of Community Wellness Initiative from San Mateo’s Peninsula Conflict Resolution Center; Sarah Kremer, Program Director of Friends for Youth’s Mentoring Institute; and staff from The Governor’s Prevention Partnership in Connecticut, Catherine LeVasseur, Program Manager of our Statewide Wellness Initiative (Underage Drinking and Substance Abuse Prevention).

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Mentoring Impacts on ATOD Prevention

  1. 1. Mentoring Impacts on Transforming lives through the power of mentoring Alcohol, Tobacco, Friends for Youth’s & Other Drug Mentoring Institute PreventionOctober 2011 Webinar
  2. 2. Webinar Logistics: Adding Comments•  All attendees muted for best sound•  Type questions and comments in the question box; responses will either be direct to you or shared with all attendees•  “Raise your hand” to be unmuted at end to ask question live during webinar •  Works best for telephone or headset-to-computer connections •  Please monitor background noise
  3. 3. PanelistsSarah Kremer, ATR-BC Sara Randazzo Catherine LeVasseur Program Director Manager of Program Manager Friends for Youth’s Community Wellness Safe and Drug-Free Mentoring Institute Initiative Peninsula Communities Conflict Resolution The Connecticut Center Governor’s Prevention Partnership
  4. 4. Link to slides andrecording of webinar willbe posted to links and briefsurvey included infollow-up email
  5. 5. Redwood City/North Fair Oaks Prevention PartnershipWorking Together for a Healthy Community
  6. 6. Goals:  Develop a shared understanding of Primary Prevention  Highlight one communities strategies for addressing alcohol and drug (AOD) abuse in their community  Identify possible strategies and tools for engaging in Primary Prevention with menteesAgenda: I.  Primary Prevention II.  Case Example a)  Project and Images b)  Youth Access Survey III.  Questions and reflection
  7. 7. Primary Prevention  Is a systematic process that promotes healthy environments and behaviors,  Reduces the likelihood of an illness or injury occurring,  Addresses the root causes of poor health, and takes action to prevent problems from occurring in the first place
  8. 8. Primary Prevention in San Mateo County Recognizes:  A focus on individual behavior is insufficient.  We must increase collaboration across healthy issues  Prevention takes place outside of the healthcare realm  Changing environments requires long-term engagement between new partners  Youth are capable and important decision makers across our communities
  9. 9. Redwood City/North Fair OaksPrevention OutcomesPartnership 1.   Capacity for Preven/on   4.   Social Norms  2.   Youth Connectedness  5.  Policies, Law and Enforcement  3.   Access and Availability  Healthy Corner Youth Access Stores Photovoice 1. Create images and use images  1.  Connect “Healthy  1.  Conduct public opinion  to inform and spark dialogue   Corner Stores” to  on the mixed messages youth  Community Assessment  Redwood City schools in  get about alcohol and drugs  close proximity  from their community and  2.  Inform families and  family  community of growing  2.     Promote consistency and  2.  Store Makeover  support for youth to make  issue and percepFons   healthier choices   Prevention Partnership Steering Committee Organiza/ons  Youth Groups  Redwood City 2020 Wellness Goals 
  10. 10. Mixed Messages ...
  11. 11. Are We Getting Mixed  ¿Estamos recibiendo Messages?  These billboards along  mensajes mezclados? Estas Middle.ield road are like “welcome” signs to  carteleras en Middle.ield Rd son como la this neighborhood. The alcohol ads, many of  “bienvenida” a este vecindario.  La mayoría de los  anuncios de bebidas alcoholicas son dirigidos which are targeting Spanish speakers, have  hacia los hipanoparlantes.  Estos anuncios, que bold colors and sayings – like the one above.  tambien parecen ser dirigidos hacia los jóvenes, These advertisements, some of which seem  están en contra de otra cartelera de la misma geared towards young people, are at odds  cuadra la cual pretende recordar a los adultos with another billboard on the same block  que legalmente se puede tomar alcohol a la edad that reminds adults that the legal drinking  de 21 años, y les solicita no servir  alcohol a los age is 21, and tells them not to serve teens.    jóvenes.    Recommendation: Less alcohol advertising  Recomendaciones: Menos propaganda de  bebidas alcohólicas  en la comunidad de North in the North Fair Oaks community,  Fair Oaks, en particular las grandes carteleras y particularly on large billboards, and more  más (¡y más interesantes!) anuncios que (and more interesting!) advertising and  promocionen la prevención del uso de alcohol, la promotion of health and healthy products. salud y los productos saludables.    ¿Sabía que…investigaciones han encontrado que DID YOU KNOW? Some research has found  estas carteleras anunciando bebidas alcohólicas that outdoor alcohol advertising is  están desproporcionadamente concentradas en disproportionately concentrated in low­ diferentes comunidades de bajos recursos income communities of color.   económicos. Visit to learn more! ¡Visite a  para aprender  más! 
  12. 12. Alcohol or Juice?
  13. 13. Alcohol or Juice?  “Alcopops”  Alcohol o jugo? “Alcopops” o mezcla mix .lavoured “juice” and alcohol, and  de “jugo y alcohol”, y las bebidas energéticas con alcoholic energy drinks combine alcohol,  alcohol combinan alcohol, cafeína y otros caffeine and other stimulants all in one can.   estimulantes en una sola lata.   Estas bebidas están  asociadas con riesgos a la salud y el consumo These drinks are intentionally marketed to  excesivo‐ intencionalmente promocionadas hacia  young people, and are in many local stores.  los jóvenes y se encuentran en muchas tiendas With .lavors like “fruit punch”, alcopops are  locales.  Con sabores de “frutas tropicales” atraen attractive to teens and children – and the  a jóvenes y niños, y su costo es bajo (¡a veces drinks are often placed near sodas and  cuestan menos que el agua embotellada!) para juices, potentially confusing merchants and  atraer a la gente de bajos ingresos.  A menudo other adults. Alcopop alcohol content can  estas bebidas están al lado de los refrescos y be as high as 20%, while being priced low  jugos, posiblemente para confundir al consumidor  y otros adultos.   (sometime less than bottled water!) to  Nuestra recomendación: Proveer más educación appeal to people with limited spending  a los jóvenes, padres, y consumidores sobre los money.  riesgos asociados con estos productos.   Recommendation: More education of  ¿Sabía que… en el “alcopop” el contenido de youth, parents, and merchants about the  alcohol puede ser tan alto como un 20%?  Siete risks associated with these products.  bebidas energéticas con alcohol, hechos por DID YOU KNOW? Seven alcoholic energy cuatro empresas diferentes ya han sido prohibidos drinks made by four different companies nacionalmente debido a su alto riesgo contra la  salud.   already have been banned nationally.  Learn more! Visit  ¡Visite a para aprender más!
  14. 14. What’s in your medicine Cabinet? 
  15. 15. What’s in your Medicine  ¿Qué hay en su botiquín?  Varias drogas son encontradas en Cabinet?  Many drugs are found in  lugares cotidianos.  Aunque muchas de everyday places. While many of these  estas medicinas son útiles, también medicines are helpful, they can also  pueden causar problemas.  Por ejemplo, cause problems. For example, children  niños y jóvenes pueden obtener and teens get expired or unused drugs  medicinas vencidas o no usadas de  los left in medicine cabinets at home.  Some  botiquines en casa.   high schools have campaigns to help  Nuestras recomendaciones: En algunas families dispose of old medications.  escuelas preparatorias ofrecen servicios  para ayudar a tirar las medicinas Recommendation: We need more efforts  vencidas.  Necesitamos más programas  como estos, así como más formas  de like these, as well as more ways to  educar a los niños y los padres sobre los educate kids and parents about the  peligros del uso indebido de dangers of prescription drug abuse.  medicamentos recetados.    ¿Sabía que…Aparte de la marihuana, las DID YOU KNOW? Next to marijuana, the drogas ilegales más comunes utilizadas most common illegal drugs teens are using por los jóvenes para intoxicarse son to get high are prescription medications. medicamentos recetados?  La mayoría The majority of teens get prescription de los jóvenes consiguen fácilmente drugs easily and for free, often from friends estos medicamentos y gratis, or relatives. AND teens are more likely frecuentemente por medio de amigos o than adults to get addicted. familiares.  Y, los jóvenes tienen más  probabilidades que los adultos a ser  adictos.  
  16. 16. Caution:   Cuidado:  Children at Play? ¿Niños jugando?This trashcan is in a public park in  Este cesto de basura está en un parque Redwood City. Parks are places where  público en Redwood City. Los parques son some people go to drink.    lugares a donde algunos van a tomar.  De In fact, we looked in the trashcan  hecho, miramos en el cesto de basura  esperando ver botellas vacías.  Se supone expecting to see empty bottles. Parks  que los parques son lugares saludables y are supposed to be healthy,  de recreación para niños y las familias‐ recreational places for kids and  pero el uso del alcohol, las drogas, y el families – but drinking, drug use, or  cigarrillo  lo entorpecen.   Los niños y  smoking can get in the way. Children  jóvenes necesitan lugares seguros al aire and teens need safe outdoor places to  libre para jugar y pasar un rato juntos‐ play and hang out ‐ where alcohol use  donde el uso de alcohol no es la “norma”.  is not the “norm”.   ¿Sabía que…grupos de estudiantes de  varias escuelas preparatorias unidos con DID YOU KNOW? Student groups at  Redwood City Verde están involucrados en several local high schools and with  proyectos para crear jardines Redwood City Verde are involved in  comunitarios, rediseñar parques, y projects to create community gardens,  colaborar con  líderes locales en el re­design parks, and to help city  mejoramiento de los parques.    leaders make parks better for teens. 
  17. 17. Expression? This image shows a wall off ofMiddlefield Road where artists are ableto write, express themselves, andshowcase their talent in this well-recognized art form - legally. The smallerimage shows vandalism of publicproperty – which is a problem in someareas of our community.Recommendation: Preventingproblems like drug and alcohol abuse –and even vandalism - must includemaking sure that teens and young adultshave lots of ways to express themselvesthrough art, music, dance, realcommunity involvement, or other forms.Having more outlets and opportunitieshelps youth to channel their challengesand ideas in positive ways.
  18. 18. Thank You! Sara RandazzoManager of Community Wellness Initiative Peninsula Conflict Resolution Center 650-513-0330 x318
  19. 19. Friends for Youth’s Mentee Evaluation Results on ATOD PreventionTheory: fostering caring relationship between youth and adult mentor might create resilience that translates into less alcohol, tobacco, and other drug use
  20. 20. •  Our vision: Transforming lives through the power of mentoring relationships•  Our mission: Creating quality mentoring relationships for youth who need them most
  21. 21. ProgramsMentoring Services Mentoring Institute creates and disseminates sustains information to the community-based, mentoring long-term one-to- community on safe one relationships and effective since 1979 practices since 1998
  22. 22. Mentoring ServicesJunior Friends •  8 - 17 years old •  San Mateo & Santa Clara Counties •  Referred by youth professionals •  Identified as needing positive, supportive adult & at risk of not reaching full potential because of challenges in community, family, or school environment •  Parent support & voluntary participation mandatory
  23. 23. Mentoring ServicesSenior Friends •  22+ years old •  Live/work in or near San Mateo/Santa Clara Counties •  Desire to make difference in life of young person •  Able to make 2-3 hours per week commitment for 1 year •  Successfully completes application process
  24. 24. Mentoring ServicesFriendships •  1:1 or 2:1 matches •  Average 2-3 hours/ week for 1 year •  Meet on own time in community with variety of activities •  Program Coordinators monitor Friendship (20-25 matches max) •  3-month & 12-month Reviews, incl. parents •  4 group activities –  Recreational –  Learning/Academic –  Community Service –  Life Skill Workshop •  1 Senior Friend Group •  Mentoring Journals
  25. 25. Friends for Youth’s Impact•  Nearly 1,800 matches•  88% overall success rate of mentors and mentees reaching one year together•  Intensive screening and assessment for both mentors and mentees•  Extensive contacts by Program Coordinator•  Subsidized activities provided by program•  Mentee Evaluation outcomes –  Developed by Cindy Sipe, Ph.D. and current evaluation by William Lapp, Ph.D. –  10 years (nearly 600 surveys) of data on mentees
  26. 26. 5 Outcome Areas•  Increase in involvement in school (attendance, truancy, attitude, grades, suspensions)•  Reduce risk behaviors (drug/alcohol use, police involvement, probation)•  Increase positive behaviors (community service, new activities)•  Increase opportunities to influence future potential (office visits, talking about college & career with adult)•  Improve self-concept (trusting relationships, self-assuredness, self- reliance, handle unexpected problems)
  27. 27. Friends for Youth’s ImpactAfter 12-month period, youth made significant changes•  Improved school attendance –  99% reported not skipping school at all –  83% reported avoiding suspensions•  Improved attitude toward school –  78% maintained or improved grades•  Reduction in risk behaviors –  Reduced self-reported incidents of police involvement, stealing, hurting others –  Alcohol, tobacco, and drug use decreased in time and showed delay in starting use Lapp 2011 (2009-2010 results)
  28. 28. Friends for Youth’s ImpactAfter 12-month period, youth made significant changes•  Increase in positive behaviors –  95% participated in community service project vs. 75% baseline –  92% experienced new activities•  Improved self esteem –  96% reported increase•  Increase in number of trusting relationships with family, peers, & other adults –  79% reported positive overall change Lapp 2011 (2009-2011 results)
  29. 29. Friends for Youth Junior Friend Evaluation Lapp 2011 (2009-2011 results)
  30. 30. Friends for Youth Junior Friend Evaluation Lapp 2011 (2009-2011 results)
  31. 31. Friends for Youth Junior Friend Evaluation Lapp 2011 (2009-2011 results)
  32. 32. Friends for Youth Junior Friend Evaluation Lapp 2011 (2009-2011 results)
  33. 33. Friends for Youth Junior Friend Evaluation Lapp 2011 (2009-2011 results)
  34. 34. Theory of ChangeFostering caring relationship between youth and adult mentor might create resilience that translates into less alcohol, tobacco, and other drug use
  35. 35. This increase in social support and resiliency is foundto impact rates of underage drinking, delaying the initiation of drinking, and reducing use among youth participants who have used alcohol previously
  36. 36. Model of Resiliency
  37. 37. UsingEvaluation Results
  38. 38. Mentoring Impacts on Alcohol, Tobacco, and Other DrugPrevention Efforts with Youth Catherine LeVasseur
  39. 39. The Governor’s Prevention PartnershipMission•  With a focus on Connecticut’s youth, The Governor’s Prevention Partnership is a statewide public-private alliance, building a strong, healthy future workforce through leadership in mentoring and prevention of violence, underage drinking, alcohol and drug abuse.Vision•  To foster success of today’s youth to build a strong, healthy future workforce.
  40. 40. The Governor’s Prevention PartnershipCreated in 1989, The Governors PreventionPartnership is a not-for-profit partnership betweenstate government and business leaders with amission to keep Connecticuts youth safe, successfuland drug-free. Co-chaired by Governor DannelMalloy and Donald Langer, Plan President and CEOof AmeriChoice of Connecticut, The Partnershipprovides leadership and services to help schools,communities, youth organizations, and businessescreate and sustain quality programs in the followingcore areas:
  41. 41. Core Areas:Mentoring—Through the Connecticut Mentoring Partnership (CMP), The Partnership provides support to over 150 mentoring programs, serving 12,000 young people with the support of a caring adult. Based on survey data collected through a baseline study in 2009, the CMP targets services to underserved youth and increasing recruitment of male and minority mentors. The CMP is affiliated with MENTOR/National Mentoring Partnership, a national organization that leads the youth mentoring movement.
  42. 42. Core Areas:Operation Respect—The Partnership assists K-12 schools to develop positive school climates and implement effective prevention programming, including bullying prevention, student assistance, and peer mediation programs.
  43. 43. Core Areas:Prevention of Underage Drinking and Substance Abuse—The Partnership supports youth, adults and community groups and coalitions to address issues related to underage drinking and substance abuse through trainings, events and technical assistance. Through partnership with police and law enforcement officials, The Partnership conducts compliance checks at liquor outlets and works to implement environmental prevention strategies.
  44. 44. Providing ResourcesThe Governor’s Prevention Partnership works across all departments to provide resources to all of our customers. Three of our newest resources include:•  Healthy Conversations: A Mentor’s Guide to Encouraging Healthy, Active Lifestyles Among Youth•  Healthy Conversations: A Mentor’s Guide to Prevention Youth Tobacco Use•  A Parent’s Guide to Preventing Underage Drinking
  45. 45. Encouraging Healthy, Active Lifestyles Among Youth•  This Guide Provides: –  What you need to know about childhood weight problems –  Talking points for starting the conversation with your mentee –  General Guidelines –  Conversations and Activities –  Points on Teasing and Bullying –  Sample Conversations and Activities –  Resources on Eating Habits and Physical Activity
  46. 46. Encouraging Healthy, Active Lifestyles Among Youth•  Smart Responses and Examples: –  This guide provides mentors with examples and smart responses to handle the difficult questions and topics such as: •  “The other kids make fun of me in gym class because of my weight.” –  Response: “I’m here to listen if you want to talk about that” Or “I’m glad you trusted me enough to tell me.”
  47. 47. Encouraging Healthy, Active Lifestyles Among Youth•  General Guidelines provide Do’s and Don’ts before getting into how to prep and have conversations and activities with your mentee. This includes how to prepare going for a walk or choosing an exercise. It also includes follow-up activities and advanced conversations and activities.
  48. 48. Encouraging Healthy, Active Lifestyles Among YouthFinally, before getting into the final resources at thementor’s disposal the guide walks the reader throughsample conversations and activities. This helps thementor adequately prepare for conversations thatmay come up with their mentee. The samples walkthrough different ways to respond, and even havesmall profiles of who the mentors/mentees are andhow long they have been working together.
  49. 49. Preventing Youth Tobacco Use•  This Guide Provides: –  What you need to know about youth and tobacco –  Talking points for starting the conversation with your mentee –  General Guidelines –  Conversations and Activities –  A section for mentees who are interested in quitting or helping someone else quit –  Sample Conversations and Activities –  Resources for Tobacco Prevention –  Is it Worth it- Worksheet
  50. 50. Preventing Youth Tobacco Use•  Smart Responses and Examples: –  This guide provides mentors with examples and smart responses to handle the difficult questions and topics such as: •  “My friends are always smoking around me.” –  Response: “What kind of position does that put you in?” Or “How do you feel when your friends do that?”
  51. 51. Preventing Youth Tobacco Use•  General Guidelines provide Do’s and Don’ts before getting into how to prep and have conversations and activities with your mentee. This includes how to prepare how to get involved in school with campaigns and clubs, and how to analyze tobacco ads.
  52. 52. Preventing Youth Tobacco UseLike the Healthy Lifestyles Guide the YouthTobacco Use Guide also provides Mentorswith sample conversations for mentees inearly stages of tobacco experimentation,youth who are concerned about familymembers smoking, and mentees who arecurrent regular smokers.
  53. 53. Preventing Youth Tobacco Use•  This guide also provides a worksheet to help youth understand the economic impact of smoking. It helps calculate the cost, and discuss what else they would do with the money spent on cigarettes.
  54. 54. Preventing Underage Drinking•  This Guide Provides: –  Myths and facts about underage drinking –  Talking with your child about alcohol use and “parenting prevention” –  How to put it all together
  55. 55. Preventing Underage Drinking•  Myths and Facts: –  Not MY child –  Only “troubled” kids drink –  Underage drinking isn’t that dangerous –  My son or daughter will grow out of it –  Should I bother trying to stop it?
  56. 56. Preventing Underage Drinking•  Talking to your child: –  Why do youth use alcohol? –  When should I start discussing alcohol? How should the conversation change? (guide provides talking points for elementary school, middle school, high school, and college) –  What are the legal issues? –  What if my child already has a problem with alcohol? –  How can I get involved with prevention?
  57. 57. Preventing Underage Drinking•  Putting it all together: –  Resources –  9 Facets of Parental Engagement –  Facts about Young People and Depression –  Stages of Drug Use –  Legal Scenarios –  Pediatrician Screening –  Take Home Messages
  58. 58. For More Information: (860)
  59. 59. Questions?
  60. 60. Thank you!Link to slides andrecording of webinar willbe posted to links and briefsurvey included infollow-up email
  61. 61. Next Webinar •  Thursday, November 17 Evidence-Based Activities to Build Your Mentoring Relationship with Graig Meyer, Blue Ribbon Mentor-Advocate S It’s time to review still nee your goa d to be don ls and obje achieving e? Which ctives tha them. As ones are t you wro a reminde you still te in the r, working last sect toward? It’s okay ion. Whi ch ones Goals are to change did you acco somethi your goa mplish? usually take ng you wan ls if you’re Which one more time t to do. The no longer s a year or to accompl y interested more. ish, may in be Objectiv es are the to take to many step As you revi accompl s you nee ew your accompl ish those d goals. The goals, deci ish your goals. You objectives can 2005-06 n, in the de which weeks, or OUR GOALS to be succ targets belo ones you months. within day ’d like to s, e w, write & Mentor nam essful in each of you continue Timelines the middle Mentee name ring, then r three old working toward and write the and/or new which one ponsibilities actions nec goals in s you’d like Roles and Res essary to the center to change Mentee Fall, 2005 thru accompl ish the goa circle, writ e to new in academic l in the oute the qualities nee complete goal Show interest Spring, 2006 r ring. ded eps to Mentor Activities/St from tutors progress Goal Will seek help w/ parent if ion class. For when needed Ope n to discussion w/ her Fash s Summer, 2005 Help Mentee es, Mentee will use tutor requested lvement in books byMentor’s invo academic class for assistance Read selected emic y wing books: date.Mentee’s acad from universit Selected follo agreed upon 23progress then t 1 book by June st summary, and Romeo & Julie Read books, write format ss a book club That SummerRead and discu mer discuss, like Chinese Cind erella Sumbooks from plan this, we’ll also time lead on start ingReading List When we do for part of our Will take the something else because she the discussion 2005 together lved in book Tennis: Fall has been invo e stable for thly Contact hors All others: mon clubs before. at least dule summer sche running 5 times 2005-06 Wants to run ol middle scho Will build up to we both like: once/week at Activities that around track in outside track Stay involved Bike riding activities Tennis g Winter 2005 Horseback Ridin to cook the Teach mentor dy to foods I alrea GO AL S Running net for foods international Look on inter to cook s from other knows how cooking food cook Summer 2005 Learn about Cook together s g buds from countries of these food Get more writin a cookbook working on fairy Put together Will continue internet from other countries mer tale this sum Ideas we had: sequel Writing ! Finish fairy tale 2 nd from Stuart ! Writing buds As you add to or cha what kin nge your ds of acti Activity vities wou Idea List on the nex 68 mentoring ld help you t page, thin journal accomplish k about your obje your goa ctives and ls and obje contribute ctives you to complet set here— ing your goals?
  62. 62. Mentoring Institute Conference13th Annual Mentoring Conference Making A Difference Every Day: Program Support in Youth Mentoring February 9-10, 2012Tim Cavell, Ph.D. Keynote SpeakerOracle Conference Center
  63. 63. 650-559-0200 105093182858863